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The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning
(University of Missouri--Columbia, 2008)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purposes of the study were to develop a theoretical framework of self-regulated learning in online learning environments and to the test validity and reliability...
Role of failure in the construction of case libraries
(University of Missouri--Columbia, 2012)
this form of learning by providing case libraries that embed domain-specific principles in the form of stories. The cases not only serve to portray experiences of practitioners, but serve as problem-solving narratives by which an individual can learn from...
Effects of self-explanation as causal mechanism elicitation methodology on causal reasoning task performance
(University of Missouri--Columbia, 2010)
contexts, with almost no time cost for the learner. In addition, online instruction and learning environments as well as of other software applications could be easily designed or redesigned to include causal mechanism elicitation components or tools...
Social influence in a 3D virtual learning environment for individuals with autism spectrum disorders
(University of Missouri--Columbia, 2010)
This study examined the impact of avatar representation and social presence on social influence in a three-dimensional virtual learning environment for individuals with autism spectrum disorders. Four male participants worked together in a three...
Capturing and assessing conceptual change in problem solving
(University of Missouri--Columbia, 2006)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Many studies have shown that using cognitive conflict strategy, which is a common approach to foster conceptual change, is insufficient to induce ...
The effects of prompts-based argumentation scaffolds on peer-led interactive argumentation
(University of Missouri--Columbia, 2009)
The main focus of this study was to determine whether prompts-based argumentation scaffolds (PAS) would result in improvement of students' argumentation in a peer-led argumentation context. The study also examined the ...