Search results for author:"Philip_Winne"
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Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 29, No. 3 (Oct 15, 2003)
Abstract. In the context of continued growth in the accessibility of information through the internet, recent advances in theories of self-regulated learning present an opportunity to reexamine how learners work with networked resources in...
Educational Psychologist Vol. 45, No. 4 (2010) pp. 267–276
Articles in this special issue present recent advances in using state-of-the-art software systems that gather data with which to examine and measure features of learning and particularly self-regulated learning (SRL). Despite important advances,...
Educational Psychologist Vol. 41, No. 1 (2006) pp. 5–17
Realizing the promise of software technologies in education requires thinking differently about how software simultaneously can serve research and contribute to learning. This article examines 3 axioms underlying contemporary educational psychology: ...
Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments
International Journal of Educational Research Vol. 41, No. 6 (2004) pp. 466–488
Calibration concerns (a) the deviation of a person's judgment from fact, introducing notions of bias and accuracy; and metric issues regarding (b) the validity of cues’ contributions to judgments and (c) the grain size of cues. Miscalibration...
Learning and Instruction Vol. 22, No. 6 (December 2012) pp. 413–419
We examined achievement goals measured by self-reports and by traces (behavioral indicators) gathered as undergraduates used software tools to study a multimedia-formatted article. Traces were operationalized by tags participants applied to...
The place of cognition in explanations of teaching: A dialog of interpretive and cognitive approaches
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 11, No. 1 pp. 1–21
This debate contrasts interpretive and cognitive approaches to explaining teachers' thoughts and actions, exploring epistemological and ontological assumptions that broadly underlie research on teaching. Fundamental to the discussion is whether...
Learning from Learning Kits: gStudy Traces of Students' Self-Regulated Engagements with Computerized Content
Educational Psychology Review Vol. 18, No. 3 (September 2006) pp. 211–228
Researching self-regulated learning (SRL) as a process that evolves across multiple episodes of studying poses large methodological challenges. While self-report data provide useful information about learners' perceptions of learning, these data are ...
British Journal of Educational Psychology Vol. 75, No. 1 (March 2005) pp. 1–24
While reviews abound on theoretical topics in educational psychology, it is rare that we examine our field's instrumentation development, and what effects this has on educational psychology's evolution. To repair this gap, this paper investigates...
Annual Meeting of the American Educational Research Association 2000 (April 2000)
One set of hypotheses examined in this study was that various types of feedback (outcome, process, and corrective) supply different information about performance and have different effects on studying processes and on achievement. Another set of...
Zahia Marzouk; Mladen Rakovic; Amna Liaqat; Jovita Vytasek; Donya Samadi; Jason Stewart-Alonso; Ilana Ram; Sonya Woloshen; Philip Winne; John Nesbit
Australasian Journal of Educational Technology Vol. 32, No. 6 (Dec 15, 2016)
Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students? decisions about adaptations that improve their learning. ...