Nikki G Lobczowski
Biographic Data
| ID | 2746896 |
|---|---|
| NAME | Nikki G Lobczowski |
| GIVEN NAMES | Nikki G |
| FAMILY NAME | Lobczowski |
| SIGNATURE | LOBCZOWSKI N G |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| ORCID | 0000-0002-9018-2957 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Effectiveness of Technology Integration in Secondary Mathematics
A Systematic Review of Research on Personalized Learning
Using a design-based research approach to develop and study a web-based tool to support collaborative learning
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 …
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 …
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 …
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 …
A Systematic Review of Research on Personalized Learning
Using a design-based research approach to develop and study a web-based tool to support collaborative learning
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 …
The Effectiveness of Technology Integration in Secondary Mathematics
Innovative Teaching and Learning Methods (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Psychology (4 works) · Online and Blended Learning (3 works) · Cognition (2 works) · Metacognition (2 works) · Online Learning and Analytics (2 works) · Sociology (2 works) · Academic achievement (1 work)