Negin Mirriahi
Biographic Data
| ID | 4601636 |
|---|---|
| NAME | Negin Mirriahi |
| GIVEN NAMES | Negin |
| FAMILY NAME | Mirriahi |
| SIGNATURE | MIRRIAHI N |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0003-4139-3149 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The (Un)Conscious Learner
This theoretical article examines the relationship between self‐regulated learning and task‐unrelated thoughts (TUTs) through the lens of metacognition. Grounded in Winne's COPES (conditions, operations, products, evaluations, and standards) model of self‐regulated learning, we propose an interaction model emphasizing metacognitive monitoring and control. This model suggests the metacognitive cycle inherent to self‐regulated learning can increase…
A study of motivational beliefs and behaviours among second-year university students in an emergency remote teaching context
Students often enter second year without the necessary self-regulated learning skills to be independent learners. This occurs at a time of diminishing institutional support services when compared to their first-year experience and can lead to a decline in motivation and academic performance. Prior research on the motivational beliefs and behaviours of second-year students remains largely unexplored within higher education literature. This paper a…
The relationship between students’ self-regulated learning skills and technology acceptance of GenAI
Generative artificial intelligence (GenAI) has quickly become prolific in our daily lives, including the higher education sector. Although an AI-fuelled world is unpredictable, there is an urgent need to understand how university students use GenAI to support their learning and the factors influencing GenAI adoption. In this study, underpinned by self-regulated learning (SRL) theory and the technology acceptance model, we examined how university …
Two sides of the same coin
Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students’ learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active learning strategies such as video annotations and in-video questions have the potential to shift the passiv…
Using learning analytics to scale the provision of personalised feedback
There is little debate regarding the importance of student feedback for improving the learning process. However, there remain significant workload barriers for instructors that impede their capacity to provide timely and meaningful feedback. The increasing role technology is playing in the education space may provide novel solutions to this impediment. As students interact with the various learning technologies in their course of study, they crea…
The standards for academics’ standards-based assessment practices
The use of standards-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching. Although the concept is widely used in academic discourse and practice, it has multiple interpretations which have led to diverse assessment practices to the extent that some of these depart from the principles of SBA. To help build a common understanding…
Identifying engagement patterns with video annotation activities
The rapid growth of blended and online learning models in higher education has resulted in a parallel increase in the use of audio-visual resources among students and teachers. Despite the heavy adoption of video resources, there have been few studies investigating their effect on learning processes and even less so in the context of academic development. This paper uses learning analytic techniques to examine how academic teaching staff engage w…
Learning analytics to unveil learning strategies in a flipped classroom
The study examined trace data to identify learning strategies in a flipped classroom. • Clustering of students' learning sequences revealed 4 learning strategies. • Clustering of students based on the adopted strategies led to 5 student profiles. • The identified strategy-based student profiles differed in their exam scores. • Students tend to change the adopted strategies and move towards less effective ones.
No prominent works on this page.
Learning analytics to unveil learning strategies in a flipped classroom
The study examined trace data to identify learning strategies in a flipped classroom. • Clustering of students' learning sequences revealed 4 learning strategies. • Clustering of students based on the adopted strategies led to 5 student profiles. • The identified strategy-based student profiles differed in their exam scores. • Students tend to change the adopted strategies and move towards less effective ones.
Identifying engagement patterns with video annotation activities
The rapid growth of blended and online learning models in higher education has resulted in a parallel increase in the use of audio-visual resources among students and teachers. Despite the heavy adoption of video resources, there have been few studies investigating their effect on learning processes and even less so in the context of academic development. This paper uses learning analytic techniques to examine how academic teaching staff engage w…
Using learning analytics to scale the provision of personalised feedback
There is little debate regarding the importance of student feedback for improving the learning process. However, there remain significant workload barriers for instructors that impede their capacity to provide timely and meaningful feedback. The increasing role technology is playing in the education space may provide novel solutions to this impediment. As students interact with the various learning technologies in their course of study, they crea…
The standards for academics’ standards-based assessment practices
The use of standards-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching. Although the concept is widely used in academic discourse and practice, it has multiple interpretations which have led to diverse assessment practices to the extent that some of these depart from the principles of SBA. To help build a common understanding…
Two sides of the same coin
Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students’ learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active learning strategies such as video annotations and in-video questions have the potential to shift the passiv…
A study of motivational beliefs and behaviours among second-year university students in an emergency remote teaching context
Students often enter second year without the necessary self-regulated learning skills to be independent learners. This occurs at a time of diminishing institutional support services when compared to their first-year experience and can lead to a decline in motivation and academic performance. Prior research on the motivational beliefs and behaviours of second-year students remains largely unexplored within higher education literature. This paper a…
The relationship between students’ self-regulated learning skills and technology acceptance of GenAI
Generative artificial intelligence (GenAI) has quickly become prolific in our daily lives, including the higher education sector. Although an AI-fuelled world is unpredictable, there is an urgent need to understand how university students use GenAI to support their learning and the factors influencing GenAI adoption. In this study, underpinned by self-regulated learning (SRL) theory and the technology acceptance model, we examined how university …
The (Un)Conscious Learner
This theoretical article examines the relationship between self‐regulated learning and task‐unrelated thoughts (TUTs) through the lens of metacognition. Grounded in Winne's COPES (conditions, operations, products, evaluations, and standards) model of self‐regulated learning, we propose an interaction model emphasizing metacognitive monitoring and control. This model suggests the metacognitive cycle inherent to self‐regulated learning can increase…
Mathematics education (7 works) · Psychology (7 works) · Computer Science (4 works) · Educational technology (4 works) · Online and Blended Learning (4 works) · Pedagogy (4 works) · Higher education (3 works) · Online Learning and Analytics (3 works) · Analytics (2 works) · Artificial Intelligence (2 works)