One of the important abilities of learners is to monitor their own learning process and take charge of their development. To this end and based on the correlational nature of the study design, total of 125 students (for the Winter semester of 2017) educating at Zanjan Universities (89 B.A. students of Islamic Azad University and 60 B.A. students of Payam-e-Noor University) were chosen as the st...

Purpose The aim of this paper is to explore the importance individual learner differences and effect differentiated instruction (DI) has on learners' levels engagement. Design/methodology/approach author carried out research using a small-scale action (AR) study. Findings findings suggest that in acknowledging responding differences, especially interests, engagement are positively affected. Res...

Learner-content interaction is one of the four interaction types in computer assisted instruction systems. “Without leaner-content interaction, little or no learning will occur” (Moore, 1993). The authors developed a web-based vocabulary and listening learning and assessment system for English instruction, which focuses on the learner-content interaction based on the behaviorisms learning theor...

While there has been a significant amount of research on technical issues regarding the development of agentbased learning environments, there is less information regarding cognitive requirements for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. I discu...

BACKGROUND Aiming to inform curriculum changes in medical school, we developed, administered, and validated a 31-question survey to measure the learning environment as perceived by medical students. DESCRIPTION We administered the survey annually in 4 medical school classes in a Southeastern medical school from May 1994 through May 1997 (N = 619). EVALUATION The survey responses reflected 3...

this paper investigates learner-initiated responses to english language teachers’ referential questions and learner initiatives after teachers’ feedback moves in meaning-focused question-answer sequences to analyze how interactional practices of language teachers, their initiation and feedback moves, facilitate learner initiatives. classroom discourse research has largely neglected learner init...

Based on a literature survey, we present a preliminary model of the relationship between personality, performance, performance feedback, emotional support, affective state, and learner motivation. We also discuss what is needed to develop a Bayesian model of these relationships.