The present study focuses on the perspectives of teachers and students in Singapore schools after an autonomy-supportive classroom intervention. Nurturing of students to become motivated and self-regulated learners can be achieved by promoting an autonomy-supportive learning climate. This study examines the perspectives of teachers and students in an in-depth and meaningful manner after the cla...

This study explored the effect of teaching Self-Regulated Strategy on the writing accuracy and cohesion of Iranian EFL learners. In so doing, this study followed the SRS instruction model, using a transition word chart, examples, and a graphic organizer. To achieve the objectives, 50 intermediate Iranian EFL learners participated in this study. The design was experimental which used a proficien...

In this paper, we present flexMLfD, a robot independent and task independent demonstration learning system that supports a variable number of robot learners. Our approach is based on the Confidence-Based Autonomy (CBA) demonstration learning algorithm, which provides the means for a single robot to learn a task policy through interaction with a human teacher. The generalized representation and ...

This paper presents two current research trends in e-learning that at first sight appear competing. Competence-based Knowledge Space Theory (CbKST) provides a knowledge representation framework which, since its invention by Doignon and Falmagne, has been successfully applied in various e-learning systems (e.g. ALEKS, ELEKTRA) providing automated personalisation to learners’ current knowledge an...

Due to the increasingly multicultural nature of e-learning environments, it is critical that instructors and instructional designers be aware of the importance of cultural factors in education and that they deliver culturally adaptive instruction. The main challenge of this paper is identifying the critical success factors for multicultural online learning from learners’ perceptions and their r...