At least in some European countries the Corona crisis is lessening. But of course, we all need to stay alert until a vaccine is developed. Nevertheless, research on learning continues and the current issue of Frontline Learning Research covers a very interesting variety of innovative approaches.
Bkahtiar & Hadwin show that individuals in a high productivity group (a) were actively self-regulating their motivation, (b) were positively co-regulating their group members’ motivation, and (c) demonstrate more varied types of strategies in response to motivation challenges.
Jansen et al. show that a mixed method approach can help resolve the issues surrounding the measurement of Self Regulated Learning with trace data.
Heinimäki et al. propose a flexible conceptual framework for the analysis of emergent functional participatory roles across collaborative learning activities.
Laine et al. show that interest and learning outcomes had a reciprocal relationship that alternate during the school year. Implying that detailed feedback on students’ performance across learning situations may foster their interest towards STEM.
Ünlüsoy and de Haan show in a qualitative approach how Turkish-Dutch teens develop learner identities that are built on specific and culturally informed notions of ‘what a learning subject is’.
Compagnoni and Losenno propose that educational interventions in kindergarten that target Self-Regulation should take young children’s self-evaluation biases into consideration based on the children’s ability levels.
You can find the complete issue of Frontline Learning Research here.
Prof. Dr. Thomas Martens