Supporting Adult Learners\u27 Metacognitive Development with a Sociotechnical System

Metacognition is defined as thinking about and reflecting on one\u27s cognitive processes. In learning contexts, strong metacognition leads to retention, academic success, and deep learning. While we know a lot about the metacognition of learners in grades K-12 and college, there are limited studies on adult learners\u27 (24 and older) metacognitive awareness, how to support it, or the role technology can play, particularly since e-learning is quickly becoming the central mode of learning for adult learners. Thus, I have the following motivating research question: How can we support adult learners\u27 metacognitive development in e-learning environments? To better understand adult learners\u27 needs, I conducted a content analysis of adults\u27 learning ePortfolios and surveyed a cross-section of adult learners to determine their metacognitive awareness. Based on those findings and the literature on designing learning technologies for adult learners, I iteratively designed and developed a web-based application with adult learning, social learning, and persuasive design elements. During two sections of an online course, a treatment group used the intervention and a control group did not. Both groups completed a pre-/post-self report of their metacognitive awareness, developed a learning portfolio that was rated by two raters for evidence of metacognition, and participated in interviews. This research shows that (a) adult learners are adept at planning and monitoring their learning but need more support in managing information and evaluating their learning; (b) a web-based intervention with social-persuasive design elements supports adult learners in metacognitive development; and (c) social and persuasive design elements, when aligned with adult learning principles, support adult learners\u27 narrative identity, which I argue is a key factor in supporting their metacognitive development. This research aims to provide designers, educators, and learners with a better understanding of adult learners needs and offers design principles and guidelines for development of sociotechnical systems that can promote their metacognitive development in e-learning environments

Exploring Factors That Impact on Motivation in Foreign Language Learning in the Classroom

In the study of second language learning, one of the most critical components is unveiling factors that impact on motivation in the classroom. Proficiency in foreign language learning is inextricably tied to motivation, in the understanding that proficiency may not take place if the learners are not strategically motivated. The effectiveness of an L2 learners’ growth may be dependent on various factors that affect motivation in the classroom. This study is an analysis of different factors that influence motivation in foreign language classroom. The study examined how different activities and situations influence the motivation of foreign language learners in the classroom. A total of 119 persons participated in the study, including high school teachers and their students. Questionnaire was used to collect the needed data, and data was analyzed using tables and graphs to discuss the factors that affect motivation in the classroom. Teaching strategy and style of learning, feedback, reward, group, class environment, technology, and punishment are the factors measured. The findings of the study indicate that teaching strategy and learning style exert huge impact on motivation, with over 39.50% of the response rate. This is closely followed by feedback and reward with about 19.32% and 12.60% respectively. The study further revealed that group has the least influence on motivation, with 2.52% value, which is lower than the impact of class environment that stands at 7.56%. It is concluded that both learners and teachers of foreign language accept that teaching strategy and learning style is the most significant factor that impacts on motivation. It is recommended for further studies to use larger study sample from different schools to explore these factors and ascertain their degree of impact on motivation in foreign language teaching and learning

Chunk of Change: Microlearning, Social Cognitive, and Transformative Learning Theory to Support Wellness Routines

This paper explores the design of a 5-week course for Jamie O\u27Neil, a fitness and nutrition coaching company. Any quest to achieve optimal wellness requires the ability to make consistent personal choices that support one\u27s own health, fitness, and nutritional needs. Efforts to support these choices are often strengthened when targeting both the cognitive and behavioral domains. Jamie O\u27Neil found this to be true. Clients revealed themselves to be highly self-critical and to operate on top of assumptions and beliefs about themselves. These beliefs deterred their motivation and ability to sustain new health habits. To ensure that both the cognitive and behavioral domains were adequately addressed, instructional designers employed microlearning, transformational learning theory, and social cognitive theory. Using bite-size content, supportive relationships, and reflective discourse this highly interactive course encourages learners to create and operate from new meaning perspectives as they explore fitness, nutrition, and health related concepts. Module topics include wellness and balance, setting goals and intentions, responsibility and consistency, acceptance and compassion, and resilience and resurgence. After completing this course, participants will be able to effectively use perspective reframing strategies to set and achieve personal fitness and wellness goals and view their experience as a learning journey

Role-playing Game Based Learning, EFL Curriculum

The following is a proposed curriculum design for an intensive English theme-based immersion program designed for use in Korean post-secondary education. It is designed to address three deficits within the EFL classroom; lack of significant increase in English ability, self-efficacy and motivation to study English. This curriculum has a foundation in five main parts; Korean culture and social identity; Types of possible second language acquisition programs, Collaborative and Task Based learning; Bronfrenbrenner’s Ecological Systems Theory; and Gamification and Role Playing Game Based Learning. First I will discuss relevant literature, second I will present a proposed approach to learning based on the theories discussed in part I. Next I will present a curriculum based on the learning approach described in part II. In part III, I will demonstrate a sample curriculum for a proposed camp that addresses the three deficits listed above

ICTE and E-Learning: The Case of Private Higher Education Institutions in Morocco

The objective of this research is to identify the factors that influence students' attitudes towards the use of information technology and communication for education (ICTE) in their online learning activities, by using several models, specifically in private higher education in Morocco. Several models have been used to examine the determinants of students' behavioral intention to use ICT in the learning process. Some of these popular models include the Technology Acceptance Model (TAM) and its extension, the Unified Theory of Acceptance and Use of Technology model (UTAUT). In this research, the methodology used is that of a structural equation model in empirical testing and validation of the different hypotheses of our model based on a sample of 400 private higher education students and with the use of software tools for this purpose. The results showed that the intent of learners to use ICT for distance learning was significantly positively influenced by perceived usefulness, ICT quality, ICT output quality, ease of use, and hedonic motivation. Contrary to our previous expectations, facilitative conditions and social influence had no influence on the intention to use. Theoretically, this research aims to contribute to an improved understanding of the determinants of ICTE adoption by learners, by proposing a model that is part of a socio-technical analysis framework. Thus, the expected impact on management objectives is important. Managers will have a good tool, easy and quick to implement, allowing them to evaluate either one or all of the to evaluate either one or all of the variables in the model. The proposed model aims to identify not only the variables operationalized for ICT in a private higher education institution, but should also provide insight into the pathway that leads to its use by learners. The model can be contextualized within Moroccan public universities, contextualized at the regional level in the kingdom, our model can also be studied in other Arab or African countries or those with similar economies. The major limitations of our research are firstly the use of a conceptual model insufficiently based on causal relationships and secondly the failure to use moderating variables (age, level of education, experience)   JEL Classification: A2 Paper type: Empirical researchThe objective of this research is to identify the factors that influence students' attitudes towards the use of information technology and communication for education (ICTE) in their online learning activities, by using several models, specifically in private higher education in Morocco. Several models have been used to examine the determinants of students' behavioral intention to use ICT in the learning process. Some of these popular models include the Technology Acceptance Model (TAM) and its extension, the Unified Theory of Acceptance and Use of Technology model (UTAUT). In this research, the methodology used is that of a structural equation model in empirical testing and validation of the different hypotheses of our model based on a sample of 400 private higher education students and with the use of software tools for this purpose. The results showed that the intent of learners to use ICT for distance learning was significantly positively influenced by perceived usefulness, ICT quality, ICT output quality, ease of use, and hedonic motivation. Contrary to our previous expectations, facilitative conditions and social influence had no influence on the intention to use. Theoretically, this research aims to contribute to an improved understanding of the determinants of ICTE adoption by learners, by proposing a model that is part of a socio-technical analysis framework. Thus, the expected impact on management objectives is important. Managers will have a good tool, easy and quick to implement, allowing them to evaluate either one or all of the to evaluate either one or all of the variables in the model. The proposed model aims to identify not only the variables operationalized for ICT in a private higher education institution, but should also provide insight into the pathway that leads to its use by learners. The model can be contextualized within Moroccan public universities, contextualized at the regional level in the kingdom, our model can also be studied in other Arab or African countries or those with similar economies. The major limitations of our research are firstly the use of a conceptual model insufficiently based on causal relationships and secondly the failure to use moderating variables (age, level of education, experience)   JEL Classification: A2 Paper type: Empirical researc

The role of native target cultures in the high school English-As-a-Foreign-Language classroom

The goal of this project is to provide a curriculum that allows EFL students to learn through various social settings. Learning English through various classroom activities also enables the learner to apply the knowledge outside of the classroom setting

An Overview of Self-Adaptive Technologies Within Virtual Reality Training

This overview presents the current state-of-the-art of self-adaptive technologies within virtual reality (VR) training. Virtual reality training and assessment is increasingly used for five key areas: medical, industrial & commercial training, serious games, rehabilitation and remote training such as Massive Open Online Courses (MOOCs). Adaptation can be applied to five core technologies of VR including haptic devices, stereo graphics, adaptive content, assessment and autonomous agents. Automation of VR training can contribute to automation of actual procedures including remote and robotic assisted surgery which reduces injury and improves accuracy of the procedure. Automated haptic interaction can enable tele-presence and virtual artefact tactile interaction from either remote or simulated environments. Automation, machine learning and data driven features play an important role in providing trainee-specific individual adaptive training content. Data from trainee assessment can form an input to autonomous systems for customised training and automated difficulty levels to match individual requirements. Self-adaptive technology has been developed previously within individual technologies of VR training. One of the conclusions of this research is that while it does not exist, an enhanced portable framework is needed and it would be beneficial to combine automation of core technologies, producing a reusable automation framework for VR training

Contextual support of social engagement and reflection on the Web

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