Susanne Lajoie
Biographic Data
| ID | 2747208 |
|---|---|
| NAME | Susanne Lajoie |
| GIVEN NAMES | Susanne |
| FAMILY NAME | Lajoie |
| SIGNATURE | LAJOIE S |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0003-2814-3962 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Unravelling dynamic trajectories of epistemic emotions in a technology‐enhanced problem‐solving task
BACKGROUND: Scholars have reached a consensus on the influential roles and dynamic characteristics of epistemic emotions during the problem-solving process; however, few research provided empirical evidence to reveal the temporal progression of these emotions. AIMS: This study leverages multimodal data-self-reports and physiological sensors-to examine variations in a focal epistemic emotion across learning phases and performance levels and to unc…
The role of leadership in medical trainee team-regulation dynamics in crisis resource management simulation education
Examining socially shared regulation of learning in medical training
Medical trainees' emotions and their effects on perceptions of performance and team mood in team‐based simulations
BACKGROUND: Emotions affect performance in learning contexts; however, their effects on medical trainees' performance in highly ecologically valid settings, like team-based simulation training, are not well understood. It is therefore imperative to know which emotions are experienced by medical trainees and the impacts of these emotions on perceptions of performance and team mood. AIMS: To extend the understanding of medical trainees' emotions in…
Exploring the relationships between learners’ social and cognitive presence patterns and peer support in digital social reading
A scoping review on effective measurements of emotional responses in teamwork contexts
The relationship between students' self‐regulated learning behaviours and problem‐solving efficiency in technology‐rich learning environments
Flight emotions unleashed
Social emotional interaction in collaborative learning
Emotions play a crucial role in our daily lives, contributing to our mental health as well as to our learning and performance efficiency. Emotions are easily influenced by the surrounding environment and objects, and in response, we may behave differently depending on the interaction between us and the object/environment, which shape social-emotional interactions. In collaborative contexts, social-emotional interactions can affect learners’ cogni…
The functional roles of metacognitive judgement and emotion in predicting clinical reasoning performance with a computer simulated environment
Monitoring one’s learning activities is a key component of self-regulated learning (SRL) leading to successful learning and performance outcomes across settings. Achievement emotions also play an important part in SRL and consequently student learning outcomes. However, there is little research on how specific types of monitoring (i.e. Feeling-of-Knowing, Judgement-of-Learning) and achievement emotions jointly affect performance in clinical reaso…
Time-driven modeling of student self-regulated learning in network-based tutors
This study applies a time-driven approach to model self-regulated learning (SRL) on the basis of elapsed time metrics in the context of open-ended learning environments (OELEs), specifically, network-based tutors. In doing so, we examine how students allocated attentional resources to distinct phases of SRL as a measure of depth of information processing. Student teachers (N=68) were assigned to two different versions of nBrowser: a static versio…
The relationship between cognitive engagement and students’ performance in a simulation-based training environment
In this paper, we adopted an information-processing perspective to examine the relationship between cognitive engagement and students’ performance in a simulation-based training environment. In particular, we examined what forms of cognitive engagement students used while diagnosing virtual patients and whether engagement forms predicted students’ diagnostic confidence and efficacy. A total of 88 medical students from a large North American unive…
Task complexity affects temporal characteristics of self-regulated learning behaviours in an intelligent tutoring system
Using eye tracking to examine expert-novice differences during simulated surgical training
Cognitive load patterns affect temporal dynamics of self-regulated learning behaviors, metacognitive judgments, and learning achievements
Exploring the co‐occurrence of students' learning behaviours and reasoning processes in an intelligent tutoring system
Computer‐based scaffoldings influence students' metacognitive monitoring and problem‐solving efficiency in an intelligent tutoring system
Exploring teachers’ emotional experience in a TPACK development task
Cognitive engagement in self-regulated learning
A process model of team emotion regulation
Examining the relationship between emotion variability, self-regulated learning, and task performance in an intelligent tutoring system
Automated detection of cognitive engagement to inform the art of staying engaged in problem-solving
Self-regulation and emotion matter
Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development
Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration
Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers’ TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined how the interrelations among metacognitive activ…
Transitions and Trajectories for Studies of Expertise
The transition from student to expert professional can be accelerated when a trajectory for change is plotted and made visible to learners. Trajectories or paths toward expertise are domain specific and must first be documented and then used within instructional contexts to promote knowledge transitions. This article describes how models of expertise can serve to help students attain higher levels of competence
Processing Differences in Relations between Ability and Field-Independence
Scores on 21 tests of field-independence and convergent and divergent thinking from 375 adolescents were correlated and factor analyzed. Significant small to moderate correlations of ability and field independence were noted. Boys possibly used spatial cues directly on tasks of field-independence scores and girls verbal skills to transform the tasks to areas of their cognitive strength. Scores were interpreted as style not sex differences. A new …
Reality Testing for Cognitive Strategy Research
ognitive science is no longer following the straight and narrow path that leads to the mind-machine
The Dialectics of Instructional Technology
Transitions and Trajectories for Studies of Expertise
The transition from student to expert professional can be accelerated when a trajectory for change is plotted and made visible to learners. Trajectories or paths toward expertise are domain specific and must first be documented and then used within instructional contexts to promote knowledge transitions. This article describes how models of expertise can serve to help students attain higher levels of competence
A Tale of Three Cases
Clinical reasoning is a central skill in diagnosing cases. However, diagnosing a clinical case poses several challenges that are inherent to solving multifaceted ill-structured problems. In particular, when solving such problems, the complexity stems from the existence of multiple paths to arriving at the correct solution (Anonymous, 2003). Moreover, the approach one employs in diagnosing a clinical case is in some measure dependent upon the comp…
Advancing teacher technology education using open-ended learning environments as research and training platforms
A primary concern of teacher technology education is for pre-service teachers to develop a sophisticated mental model of the affordances of technology that facilitates both teaching and learning with technology. One of the main obstacles to developing the requisite technological pedagogical content knowledge is the inherent challenge faced by teachers in monitoring and controlling certain aspects of their own learning while navigating the web and…
Examining physiological and self‐report indicators of empathy during learners’ interaction with a queer history app
Mobile apps take advantage of the ubiquity of mobile phones and can be used to share unique pedagogical experiences with multimedia content not yet available in curriculums. This preliminary study used a quasi‐experimental pretest‐posttest design to examine changes in self‐reported empathy toward sexual orientation and gender identity (SOGI) minority people. We also report on the associations between gender and a physiological measure of emotiona…
Examining the relationship between emotion variability, self-regulated learning, and task performance in an intelligent tutoring system
Automated detection of cognitive engagement to inform the art of staying engaged in problem-solving
Self-regulation and emotion matter
Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development
Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration
Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers’ TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined how the interrelations among metacognitive activ…
Exploring teachers’ emotional experience in a TPACK development task
Cognitive engagement in self-regulated learning
A process model of team emotion regulation
Social emotional interaction in collaborative learning
Emotions play a crucial role in our daily lives, contributing to our mental health as well as to our learning and performance efficiency. Emotions are easily influenced by the surrounding environment and objects, and in response, we may behave differently depending on the interaction between us and the object/environment, which shape social-emotional interactions. In collaborative contexts, social-emotional interactions can affect learners’ cogni…
The functional roles of metacognitive judgement and emotion in predicting clinical reasoning performance with a computer simulated environment
Monitoring one’s learning activities is a key component of self-regulated learning (SRL) leading to successful learning and performance outcomes across settings. Achievement emotions also play an important part in SRL and consequently student learning outcomes. However, there is little research on how specific types of monitoring (i.e. Feeling-of-Knowing, Judgement-of-Learning) and achievement emotions jointly affect performance in clinical reaso…
Time-driven modeling of student self-regulated learning in network-based tutors
This study applies a time-driven approach to model self-regulated learning (SRL) on the basis of elapsed time metrics in the context of open-ended learning environments (OELEs), specifically, network-based tutors. In doing so, we examine how students allocated attentional resources to distinct phases of SRL as a measure of depth of information processing. Student teachers (N=68) were assigned to two different versions of nBrowser: a static versio…
The relationship between cognitive engagement and students’ performance in a simulation-based training environment
In this paper, we adopted an information-processing perspective to examine the relationship between cognitive engagement and students’ performance in a simulation-based training environment. In particular, we examined what forms of cognitive engagement students used while diagnosing virtual patients and whether engagement forms predicted students’ diagnostic confidence and efficacy. A total of 88 medical students from a large North American unive…
Task complexity affects temporal characteristics of self-regulated learning behaviours in an intelligent tutoring system
Using eye tracking to examine expert-novice differences during simulated surgical training
Cognitive load patterns affect temporal dynamics of self-regulated learning behaviors, metacognitive judgments, and learning achievements
Exploring the co‐occurrence of students' learning behaviours and reasoning processes in an intelligent tutoring system
Computer‐based scaffoldings influence students' metacognitive monitoring and problem‐solving efficiency in an intelligent tutoring system
Exploring the relationships between learners’ social and cognitive presence patterns and peer support in digital social reading
Psychology (31 works) · Computer Science (19 works) · Innovative Teaching and Learning Methods (19 works) · Mathematics education (18 works) · Cognitive psychology (13 works) · Cognition (10 works) · Social Psychology (9 works) · Intelligent Tutoring Systems and Adaptive Learning (7 works) · Online and Blended Learning (7 works) · Self-regulated learning (6 works)