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Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (n = 119) solved three tasks that greatly differed in complexity. Their learning processes were captured in detail by task-specific questionnaires and computer-generated log files. Results indicate that students adapted almost all learning processes significantly to task complexity. For example, students accessed more hypertext pages for complex tasks than for simple tasks. However, this kind of adaptation was not consistently related to performance. For variables capturing learners’ self-regulation, such as the number of accessed hypertext pages, more pronounced adaptation was significantly and positively related to performance even when learners’ general processing depth was statistically controlled. Results were less consistent for variables capturing learners’ self-monitoring, such as their judged task complexity. 相似文献
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Distance Learning as a Tool for Poverty Reduction and Economic Development: A Focus on China and Mexico 总被引:1,自引:1,他引:0
Richard C. Larson M. Elizabeth Murray 《Journal of Science Education and Technology》2008,17(2):175-196
This paper uses case studies to focus on distance learning in developing countries as an enabler for economic development
and poverty reduction. To provide perspective, we first review the history of telecottages, local technology-equipped facilities
to foster community-based learning, which have evolved into “telecenters” or “Community Learning Centers” (CLCs). Second,
we describe extensive site visits to CLCs in impoverished portions of China and Mexico, the centers operated by premier universities
in each respective country. These CLCs constitute the core of new emerging systems of distance education, and their newness
poses challenges and opportunities, which are discussed. Finally, we offer 12 points to develop further the concept and reality
of distance learning in support of economic development. 相似文献
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Rowena Passy 《Pastoral Care in Education》1999,17(3):21-24
Sociological research into the changing nature of the family provided the context for a pilot project on the family values of Year 4 children in an inner-city school in Birmingham. An innovatory aspect of the research was that the researcher communicated with the pupils mainly through the means of email. The project's findings indicate that the family values that the children bring to school may not coincide with those of their teacher. This raises the question of how far the school and its teachers have the right to challenge values that are learned in the home and that underpin family life. 相似文献
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