Modeling temporal self-regulatory processing in a higher education biology course
In this study, we leveraged multimodal online interaction trace data from 408 college students enrolled in an introductory biology class to investigate the temporal nature of self-regulation during science education. Using latent profile analyses, we found differences in self-regulatory processing predicted course performance, with implications for the development of systems for identifying and supporting students who are likely to struggle in active learning science education environments.
Source: Learning and Instruction - Category: Psychiatry & Psychology Source Type: research
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