Jeffrey A Greene
Datos Biográficos
| ID | 3656646 |
|---|---|
| NOMBRE | Jeffrey A Greene |
| NOMBRES | Jeffrey A |
| APELLIDO | Greene |
| FIRMA | GREENE J A |
| AFILIACIONES | University of North Carolina at Chapel Hill |
| ORCID | 0000-0003-4145-1847 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAS | 22 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Governing generative AI in higher education
As GenAI technologies become more pervasive in higher education (HE), scholars call for guidance on AI governance. To meet this need, a Delphi technique and collective writing was used in gathering expert perspectives from across 22 countries/locations and six continents. This resulted in the development of a HE GenAI policy/guidelines framework with eight core areas: (1) academic integrity, (2) ethical use and responsible use, (3) privacy and pr…
Using Large Language Models for Automated Coding of Self-Regulated Learning Think-Aloud Protocol Data
Documenting and understanding self-regulated learning (SRL) processes can inform the design of learning activities and scaffolds to enhance student success in STEM. Think-aloud protocols (TAPs)—prompting students to verbalize thoughts during task performance—reveal real-time, ecologically sensitive verbalizations of students’ SRL processes such as planning, monitoring, and strategy use. However, coding TAP data requires substantial resources. We …
Authority or autonomy? Philosophical and psychological perspectives on deference to experts
Several decades of work in both philosophy and psychology acutely highlights our limitations as individual inquirers. One way to recognize these limitations is to defer to experts: roughly, to form one’s beliefs on the basis of expert testimony. Yet, as has become salient in the age of Brexit, Trumpist politics, and climate change denial, people are often mistrustful of experts, and unwilling to defer to them. It’s a trope of highbrow public disc…
Using theory-informed learning analytics to understand how homework behavior predicts achievement
Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses
Design matters
Experts’ adaptation of apt epistemic performance
Background Today’s complex information environment requires effective navigation and analysis of multiple sources to make reliable decisions about complex topics. Learners must enact thinking that reliably leads to well-justified decisions, adapt thinking to specific problems and contexts, and recognize the limits of their existing knowledge (i.e. demonstrate fully apt epistemic performance). Experts can enact such performance in their own discip…
Students’ active cognitive engagement with instructional videos predicts STEM learning
What are they thinking? Exploring college students’ mental processing and decision making about Covid-19 (mis)information on social media
More and more, people are abandoning the active pursuit of news, assuming instead that important information will be pushed to them via their social media networks. This approach to news makes people susceptible to the vast amounts of misinformation online, yet research on the effects of this kind of engagement is mixed. More research is needed on technology incidental learning effects, defined as changes in knowledge, attitudes, beliefs, and beh…
Co‐designing enduring learning analytics prediction and support tools in undergraduate biology courses
Even highly motivated undergraduates drift off their STEM career pathways. In large introductory STEM classes, instructors struggle to identify and support these students. To address these issues, we developed co‐redesign methods in partnership with disciplinary experts to create high‐structure STEM courses that better support students and produce informative digital event data. To those data, we applied theory‐ and context‐relevant labels to ref…
Synthesizing Definitions of Digital Literacy for the Web 3.0
Investigating bifactor modeling of biology undergraduates’ task values and achievement goals across semesters
Leveraging complexity frameworks to refine theories of engagement
Capturing evidence for dynamic changes in self‐regulated learning (SRL) behaviours resulting from interventions is challenging for researchers. In the current study, we identified students who were likely to do poorly in a biology course and those who were likely to do well. Then, we randomly assigned a portion of the students predicted to perform poorly to a science of learning to learn intervention where they were taught SRL study strategies. L…
Effects of an ego-depletion intervention upon online learning
High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science
For high school students to develop scientific understanding and reasoning, it is essential that they engage in epistemic cognition and scientific argumentation. In the current study, we used the AIR model (i.e., Aims and values, epistemic Ideals, and Reliable processes) to examine high school students’ epistemic cognition and argumentation as evidenced in collaborative discourse in a science classroom. Specifically, we employed a qualitative cas…
Experts’ reasoning about the replication crisis
Background: The modern world is rife with complex challenges that require citizens to weigh multiple, conflicting claims and competing methods for discerning truth from falsehood. Such evaluations depend highly upon prior knowledge. Therefore, the goal of epistemic education is the cultivation of apt epistemic performance: successfully achieving valuable epistemic aims (e.g., evaluating conflicting claims, discerning truth from falsehood) through…
Using a design-based research approach to develop and study a web-based tool to support collaborative learning
The effect of epistemic cognition interventions on academic achievement
Epistemic cognition involves the thinking executed as people discern what they know versus what they question, doubt, or disbelieve. Effective or adaptive epistemic cognition underlies the higher-order thinking required for life in the 21st century and has been positively correlated with academic achievement. As such, researchers have designed a number of educational interventions with the goal of developing students’ epistemic cognition, but no …
Socially shared metacognition in a project-based learning environment
Despite an increase in research on social regulation of learning, studies on socially shared metacognition are still scarce. This has led to a lack of understanding concerning how groups co-construct metacognitive knowledge, skills, and experiences. In this comparative case study, we qualitatively analyzed video recordings from the meetings of six groups of pharmacy graduate students. For this, we developed a coding scheme that characterized the …
Effects of a Science of Learning Course on College Students’ Learning With a Computer
First-year courses have been used to bolster college student success, but empirical evidence on their efficacy is mixed. We investigated whether a first-year science of learning course, focused on self-regulated learning, would benefit first-generation college students. We randomly assigned students to a treatment condition involving enrollment in the course, a comparison condition in which students had access to online course materials only, or …
Quality Talk
Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students’ basic and high-level comprehension, in two fourth-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse elements (e.g., questioning or argumentation) and conducted weekly text-based discussions in their la…
Monitoring and depth of strategy use in computer-based learning environments for science and history
BackgroundSelf-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance.AimsIn this study, we investigated the relationships among the frequency of metacognitive monitoring and …
Handbook of Self-Regulation of Learning and Performance
Contents Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance Dale H. Schunk and Jeffrey A. Greene Section I. Basic Domains of Self-Regulation of Learning and Performance Social Cognitive Theoretical Perspective of Self-Regulation Ellen L. Usher and Dale H. Schunk Cognition and Metacognition Within Self-Regulated Learning Philip H. Winne Developmental Trajectories of Skills and Abilities Relevant for Self-R…
Handbook of Epistemic Cognition
Predictors of Retention and Achievement in a Massive Open Online Course
Massive open online courses (MOOCs) have been heralded as an education revolution, but they suffer from low retention, calling into question their viability as a means of promoting education for all. In addition, numerous gaps remain in the research literature, particularly concerning predictors of retention and achievement. In this study, we used survival analysis to examine the degree to which student characteristics, relevance, prior experienc…
Quality Talk
Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students’ basic and high-level comprehension, in two fourth-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse elements (e.g., questioning or argumentation) and conducted weekly text-based discussions in their la…
Monitoring and depth of strategy use in computer-based learning environments for science and history
BackgroundSelf-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance.AimsIn this study, we investigated the relationships among the frequency of metacognitive monitoring and …
Predictors of Retention and Achievement in a Massive Open Online Course
Massive open online courses (MOOCs) have been heralded as an education revolution, but they suffer from low retention, calling into question their viability as a means of promoting education for all. In addition, numerous gaps remain in the research literature, particularly concerning predictors of retention and achievement. In this study, we used survival analysis to examine the degree to which student characteristics, relevance, prior experienc…
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning
This theoretical review of Winne and Hadwin’s model of self-regulated learning (SRL) seeks to highlight how the model sheds new light on current research as well as suggests interesting new directions for future work. The authors assert that the model’s more complex cognitive architecture, inclusion of monitoring and control within each phase of learning, and separation of task definition and goal setting into separate phases are all important co…
A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system
The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments
In an attempt to combat ever-increasing class sizes and the teacher bandwidth problem (Wiley & Edwards, 2002), educators are depending more and more upon computer-based learning environments (CBLEs...
Predictors of Retention and Achievement in a Massive Open Online Course
Massive open online courses (MOOCs) have been heralded as an education revolution, but they suffer from low retention, calling into question their viability as a means of promoting education for all. In addition, numerous gaps remain in the research literature, particularly concerning predictors of retention and achievement. In this study, we used survival analysis to examine the degree to which student characteristics, relevance, prior experienc…
Handbook of Epistemic Cognition
Handbook of Self-Regulation of Learning and Performance
Contents Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance Dale H. Schunk and Jeffrey A. Greene Section I. Basic Domains of Self-Regulation of Learning and Performance Social Cognitive Theoretical Perspective of Self-Regulation Ellen L. Usher and Dale H. Schunk Cognition and Metacognition Within Self-Regulated Learning Philip H. Winne Developmental Trajectories of Skills and Abilities Relevant for Self-R…
Quality Talk
Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students’ basic and high-level comprehension, in two fourth-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse elements (e.g., questioning or argumentation) and conducted weekly text-based discussions in their la…
Monitoring and depth of strategy use in computer-based learning environments for science and history
BackgroundSelf-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance.AimsIn this study, we investigated the relationships among the frequency of metacognitive monitoring and …
Effects of a Science of Learning Course on College Students’ Learning With a Computer
First-year courses have been used to bolster college student success, but empirical evidence on their efficacy is mixed. We investigated whether a first-year science of learning course, focused on self-regulated learning, would benefit first-generation college students. We randomly assigned students to a treatment condition involving enrollment in the course, a comparison condition in which students had access to online course materials only, or …
High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science
For high school students to develop scientific understanding and reasoning, it is essential that they engage in epistemic cognition and scientific argumentation. In the current study, we used the AIR model (i.e., Aims and values, epistemic Ideals, and Reliable processes) to examine high school students’ epistemic cognition and argumentation as evidenced in collaborative discourse in a science classroom. Specifically, we employed a qualitative cas…
Experts’ reasoning about the replication crisis
Background: The modern world is rife with complex challenges that require citizens to weigh multiple, conflicting claims and competing methods for discerning truth from falsehood. Such evaluations depend highly upon prior knowledge. Therefore, the goal of epistemic education is the cultivation of apt epistemic performance: successfully achieving valuable epistemic aims (e.g., evaluating conflicting claims, discerning truth from falsehood) through…
Using a design-based research approach to develop and study a web-based tool to support collaborative learning
The effect of epistemic cognition interventions on academic achievement
Epistemic cognition involves the thinking executed as people discern what they know versus what they question, doubt, or disbelieve. Effective or adaptive epistemic cognition underlies the higher-order thinking required for life in the 21st century and has been positively correlated with academic achievement. As such, researchers have designed a number of educational interventions with the goal of developing students’ epistemic cognition, but no …
Socially shared metacognition in a project-based learning environment
Despite an increase in research on social regulation of learning, studies on socially shared metacognition are still scarce. This has led to a lack of understanding concerning how groups co-construct metacognitive knowledge, skills, and experiences. In this comparative case study, we qualitatively analyzed video recordings from the meetings of six groups of pharmacy graduate students. For this, we developed a coding scheme that characterized the …
Effects of an ego-depletion intervention upon online learning
Investigating bifactor modeling of biology undergraduates’ task values and achievement goals across semesters
Leveraging complexity frameworks to refine theories of engagement
Capturing evidence for dynamic changes in self‐regulated learning (SRL) behaviours resulting from interventions is challenging for researchers. In the current study, we identified students who were likely to do poorly in a biology course and those who were likely to do well. Then, we randomly assigned a portion of the students predicted to perform poorly to a science of learning to learn intervention where they were taught SRL study strategies. L…
Experts’ adaptation of apt epistemic performance
Background Today’s complex information environment requires effective navigation and analysis of multiple sources to make reliable decisions about complex topics. Learners must enact thinking that reliably leads to well-justified decisions, adapt thinking to specific problems and contexts, and recognize the limits of their existing knowledge (i.e. demonstrate fully apt epistemic performance). Experts can enact such performance in their own discip…
Students’ active cognitive engagement with instructional videos predicts STEM learning
What are they thinking? Exploring college students’ mental processing and decision making about Covid-19 (mis)information on social media
More and more, people are abandoning the active pursuit of news, assuming instead that important information will be pushed to them via their social media networks. This approach to news makes people susceptible to the vast amounts of misinformation online, yet research on the effects of this kind of engagement is mixed. More research is needed on technology incidental learning effects, defined as changes in knowledge, attitudes, beliefs, and beh…
Co‐designing enduring learning analytics prediction and support tools in undergraduate biology courses
Even highly motivated undergraduates drift off their STEM career pathways. In large introductory STEM classes, instructors struggle to identify and support these students. To address these issues, we developed co‐redesign methods in partnership with disciplinary experts to create high‐structure STEM courses that better support students and produce informative digital event data. To those data, we applied theory‐ and context‐relevant labels to ref…
Synthesizing Definitions of Digital Literacy for the Web 3.0
Using theory-informed learning analytics to understand how homework behavior predicts achievement
Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses
Design matters
Psychology (26 obras) · Computer Science (17 obras) · Mathematics education (17 obras) · Innovative Teaching and Learning Methods (16 obras) · Cognition (10 obras) · Cognitive psychology (9 obras) · Online and Blended Learning (9 obras) · Educational Strategies and Epistemologies (8 obras) · Cognitive science (7 obras) · Online Learning and Analytics (7 obras)