Individual Differences in Self-Regulated Learning: The Role of Cognitive Style in Adaptive e-Learning
Jillianne Code, Simon Fraser University, Canada ; Nicholas Zaparyniuk, University of Alberta, Canada
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Self-regulated learning concerns the application of self-regulation and models of self-regulation to the learning process. Students differ greatly in their aptitude, preference, and ability to perform different tasks under varying situations and contexts. Self-regulated learning integrates these individual differences (how people differ in their thinking, feeling, and behavior) with effective learning and motivation to learn. Reviewing the cognitive style construct and relating it to the suite of individual difference variables already considered in self-regulated learning research provides a much-needed view into metacognitive control mechanisms of students. Furthermore, exploring adaptive learning environments and the interactive effects of cognitive style on the self-regulated learning process will provide new insights into how a learner controls and manipulates the learning context to enable self-regulation.
Code, J. & Zaparyniuk, N. (2006). Individual Differences in Self-Regulated Learning: The Role of Cognitive Style in Adaptive e-Learning. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2673-2678). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)
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Matteo Gaeta, Giuseppina Mangione, Francesco Orciuoli & Saverio Salerno, Università degli Studi di Salerno, Italy
Journal of e-Learning and Knowledge Society Vol. 7, No. 2 (May 31, 2011) pp. 69–80
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