Navigating the online learning journey by self-regulation
Teachers as learners
Bibliographic Data
| ID | 21538733 |
|---|---|
| Authors | Yael Feldman-Maggor (0000-0002-0456-6664, Open University of Israel, corresponding author), Inbal Tuvi‐Arad (0000-0003-0418-9915, Open University of Israel, corresponding author), Ron Blonder (0000-0003-4796-4678, Weizmann Institute of Science, corresponding author) |
| Year | 2024 |
| Volume | 219 |
| Pages | 105074 |
| Publication date | 2024-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2024.105074 |
| OpenAlex | W4396854424 |
| Language | EN |
| Citations received | 7 |
| References cited | 98 |
Mathematics education · Multimedia · Online learning · Pedagogy · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology
From access to mastery
Game-based nanoeducation
Examining the Effects of Habit and Self-Efficacy on Users’ Acceptance of a Map-Based Online Learning System via an Extended TAM
Enhancing self-regulated learning in online environments
Knowledge types of pre- and in-service chemistry teachers – a self-regulated learning perspective
The future of higher education
Pedagogical Applications of Generative AI in Higher Education
Handbook of Research on Student Engagement
Mining LMS data to develop an “early warning system” for educators
Identifying significant indicators using LMS data to predict course achievement in online learning
Professional Development and Teacher Change
Learning in Moocs
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Self-Regulated Learning
Measuring self-regulation in online and blended learning environments
Enhancing socially shared regulation in collaborative learning groups
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
Teachers’ Use of Education Dashboards and Professional Growth
How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance
Using clickstream data to measure, understand, and support self-regulated learning in online courses
Let them choose
Do learners share the same perceived learning outcomes in Moocs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies
Covid-19 pandemic and online learning
Predicting completion of massive open online course (Mooc) assignments from video viewing behavior
Development and evaluation of an online course on nanotechnology for the professional development of chemistry teachers
Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts
Longitudinal clustering of students’ self-regulated learning behaviors in engineering design
What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices
How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains
Individual differences matter in the effect of teaching presence on perceived learning
Successful design and delivery of online professional development for teachers
Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development
Exploring the link between self‐regulated learning and learner behaviour in a massive open online course
The effects of assessment design on academic dishonesty, learner engagement, and certification rates in Moocs
Student engagement in online learning in Latin American higher education during the Covid‐19 pandemic
A case study of a formative assessment practice and the effects on students’ self-regulated learning
Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns
Self-assessment in the process of self-regulated learning and its relationship with academic achievement
Second‐order theoretical analysis
Pre-service teachers’ conceptions of online learning in emergency distance education
Teachers’ interactive cognitions in noticed classroom management events
Knowledge and Teaching
Theoretical propositions of life-span developmental psychology
| Citations per year | 7 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |