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Volumn , Issue , 2012, Pages

Early prediction of student self-regulation strategies by combining multiple models

Author keywords

Early prediction; Machine learning; Self regulated learning

Indexed keywords

COMPUTER AIDED INSTRUCTION; DATA MINING; DECISION TREES; DEREGULATION; E-LEARNING; FORECASTING; LEARNING SYSTEMS; SCAFFOLDS;

EID: 85084015778     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper
Times cited : (14)

References (16)
  • 1
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    • Zimmerman B.J. Self-regulated learning and academic achievement: An overview, Educational Psychologist, vol. 25, pp. 3-17, 1990.
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    • Zimmerman, B.J.1
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    • Self-regulated learning with metatutor: Advancing the science of learning with metacognitive tools
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    • Azevedo, R., Johnson, A., Chauncey, A., and Burkett, C. Self-Regulated Learning with MetaTutor: Advancing the Science of Learning with MetaCognitive Tools, in New Science of Learning: Cognition, Computers and Collaboration in Education, M. Khine and I. Saleh (eds) New York: Springer, 2010, pp. 225-248.
    • (2010) New Science of Learning: Cognition, Computers and Collaboration in Education , pp. 225-248
    • Azevedo, R.1    Johnson, A.2    Chauncey, A.3    Burkett, C.4
  • 7
    • 0001529485 scopus 로고    scopus 로고
    • Towards computer-based support of meta-cognitive skills: A computational framework to coach self-explanation
    • Conati, C. and VanLehn, K. Towards Computer-Based Support of Meta-Cognitive Skills: a Computational Framework to Coach Self-Explanation, International Journal of Artificial Intelligence in Education, vol. 11, pp. 398-415, 2000.
    • (2000) International Journal of Artificial Intelligence in Education , vol.11 , pp. 398-415
    • Conati, C.1    VanLehn, K.2
  • 8
    • 0034346441 scopus 로고    scopus 로고
    • Cognitive requirements for learning with open-ended learning environments
    • Land, S. Cognitive requirements for learning with open-ended learning environments, Educational Technology Research and Development, vol. 48, no. 3, pp. 61-78, 2000.
    • (2000) Educational Technology Research and Development , vol.48 , Issue.3 , pp. 61-78
    • Land, S.1
  • 9
    • 84920658880 scopus 로고    scopus 로고
    • Goal setting: A key proactive source of academic self-regulation
    • D. H. Schunk and B. J. Zimmerman (eds) New York: Routledge
    • Zimmerman, B. Goal Setting: A Key Proactive Source of Academic Self-Regulation, in Motivation and Self-Regulated Learning: Theory, Research, and Applications, D. H. Schunk and B. J. Zimmerman (eds) New York: Routledge, 2008, pp. 267-286.
    • (2008) Motivation and Self-Regulated Learning: Theory, Research, and Applications , pp. 267-286
    • Zimmerman, B.1
  • 10
    • 33744807434 scopus 로고    scopus 로고
    • Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, Problem-Based, experiential, and Inquiry-Based teaching
    • Kirschner, P. A., Sweller, J. and Clark, R. E. Why Minimal Guidance during instruction does not work: An analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist, vol. 41, pp. 75-86, 2006.
    • (2006) Educational Psychologist , vol.41 , pp. 75-86
    • Kirschner, P.A.1    Sweller, J.2    Clark, R.E.3
  • 15
    • 33746877558 scopus 로고    scopus 로고
    • Cognitive emotion regulation questionnaire: Development of a short 18-item version
    • Gernefski, N. and Kraati, V. Cognitive Emotion Regulation Questionnaire: Development of a Short 18-Item Version, Personality and Individual Differences, vol. 41, pp. 1045-1053, 2006.
    • (2006) Personality and Individual Differences , vol.41 , pp. 1045-1053
    • Gernefski, N.1    Kraati, V.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.