Eric Poitras
Biographic Data
| ID | 9116090 |
|---|---|
| NAME | Eric Poitras |
| GIVEN NAMES | Eric |
| FAMILY NAME | Poitras |
| SIGNATURE | POITRAS E |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0003-0563-7978 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
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…
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 pre‐service teachers' use of technology
Understanding how prepared teachers are to use technology to enhance their teaching can assist researchers to support them better, yet the theoretical basis for understanding teachers' self‐beliefs is in need of stronger empirical support. The first objective of this study was to replicate and extend prior research that empirically tested portions of the technology acceptance model (TAM) amongst pre‐service teachers. The second objective was to e…
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…
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…
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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…
Exploring pre‐service teachers' use of technology
Understanding how prepared teachers are to use technology to enhance their teaching can assist researchers to support them better, yet the theoretical basis for understanding teachers' self‐beliefs is in need of stronger empirical support. The first objective of this study was to replicate and extend prior research that empirically tested portions of the technology acceptance model (TAM) amongst pre‐service teachers. The second objective was to e…
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…
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…
Computer Science (5 works) · Psychology (5 works) · Mathematics education (4 works) · Educational technology (3 works) · Innovative Teaching and Learning Methods (3 works) · Technology integration (3 works) · Human–computer interaction (2 works) · Knowledge management (2 works) · Online and Blended Learning (2 works) · Online Learning and Analytics (2 works)