The effects of biofeedback-based stimulated recall on self-regulated online learning: A gender and cognitive taxonomy perspective.
Xuesong ZhaiQiansheng FangYan DongZhihui WeiJing YuanLuca CacciolattiYalong YangPublished in: J. Comput. Assist. Learn. (2018)
Keyphrases
- online learning
- learning strategies
- individual differences
- computer based instruction
- instructional design
- mental models
- blended learning
- online course
- e learning
- learning outcomes
- higher education
- information processing
- mechanisms underlying
- interaction effects
- distance education
- precision and recall
- distance learning
- computer mediated
- cognitive processes
- online algorithms
- high precision
- working memory capacity
- cooperative learning
- decision making
- learning experience
- statistically significant
- active learning
- viewpoint
- working memory
- online learning environments