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Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. [1] This self-awareness of memory has important implications for how people learn and use memories.
Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
Metacognition can take many forms, such as reflecting on one's ways of thinking, and knowing when and how oneself and others use particular strategies for problem-solving. [1] [2] There are generally two components of metacognition: (1) cognitive conceptions and (2) cognitive regulation system.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Without this level, no learning can occur. Receiving is about the student's memory and recognition as well. Responding: The student actively participates in the learning process. Not only attends to a stimulus, but the student also reacts in some way. Valuing: The student attaches a value to an object, phenomenon, or piece of information.
The use of the learning logs has extended now to schools in Australia, Canada and Thailand in addition to their extensive use in schools throughout the UK. An outline of some of the practical applications of the learning logs along with a number of illustrations of the innovative thinking which has emerged as a product of this visual learning tool.
In the design loop, the system designers use data about the targeted learners in the given task domain to create a new version of the system that is better adapted to these learners. In the task loop, the digital tutor picks problems for the student. In the step loop, the digital tutor provides assistance during steps within the problem.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...