Self regulated learning in flipped classrooms: A systematic literature review

The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement. Over the years, flipped classroom studies have focused more on the advantages and challenges of flipped instruction and its effectiveness, but little is known about the state of self-regulation in flipped classrooms. This study investigates the self-regulation strategies as well as the supports proposed for self-regulated learning in flipped classrooms. Findings show that relatively few studies have focused on self-regulated learning in flipped classrooms compared to the overall research and publication productivity in flipped classrooms. Also, the existing solutions and supports have only focused on either self-regulation or online help-seeking, but have not focused on other specific types of self-regulation strategies. Our study proposed some future research recommendations in flipped classrooms

Theoretical and Conceptual Approaches to Co-Regulation: A Theoretical Review

During the last two decades, interpersonal regulation in natural and digital learning environments has gained importance. Ever since the first conceptual and methodological precisions regarding collaborative learning were made, educational psychology has focused its interest on analyzing collective regulation of motivation, cognition, and behavior. Despite the fact that the body of research on co-regulation has grown, emerging epistemological frameworks evidence a lack of conceptual and theoretical clarity. In response to this situation, the authors propose a conceptual approach in order to address interpersonal regulation in four aspects: first, they describe three learning theories which have been used to study co-regulation. Second, the authors recommend a conceptual delimitation of terms regarding the learning theories on social regulation. Third, they highlight diffuse boundaries between theoretical approaches and terms used in the literature on co-regulation. Finally, the authors suggest some challenges the researchers in this field face

Leading Teams Through Productive Conflict Engagement

Conflict is an inevitable part of organizational life. Depending on how leaders handle conflict, it is either an opportunity to improve work outcomes or a challenge that has negative effects on organizational productivity. Through a qualitative study on 14 leaders, this capstone explores strategies for helping teams engage in productive conflict. In the organizational behavior framework, conflict is often discussed in terms of resolution. Engaging in conflict shifts the focus on accepting its challenges without assuming that there is a need for resolution. This paper explores the dynamics of conflict through the participants’ personal reactions, past strategies, relationships within their workplace, and the organizational culture that they have experienced. The capstone benefits leaders, organizational development professionals and executive coaches who want to look at intervention strategies for teams and organizations dealing with the negative effects of conflict

Ethics in Alternative Dispute Resolution: New Issues, No Answers from the Adversary Conception of Lawyers’ Responsibilities

The romantic days of ADR appear to be over. To the extent that proponents of ADR, like myself, were attracted to it because of its promise of flexibility, adaptability, and creativity, we now see the need for ethics, standards of practice and rules as potentially limiting and containing the promise of alternatives to rigid adversarial modes of dispute resolution. It is almost as if we thought that anyone who would engage in ADR must of necessity be a moral, good, creative, and, of course, ethical person. That we are here today is deeply ironic and yet, also necessary, as appropriate dispute resolution struggles to define itself and insure its legitimacy against a variety of theoretical and practical challenges

Team Learning: A Theoretical Integration and Review

With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed

An Emotional Intelligence Model of Entrepreneurial Coping Strategies

Purpose: The purpose of this article is to recognize emotional intelligence (EI) as a specific emotional competency possessed by entrepreneurs that facilitates their coping with stressors that arise in their day-to-day work. Highlighting the problem-focused and emotion-focused coping strategies employed by entrepreneurs, the paper establishes that EI in entrepreneurs enables the onset of acceptance of the stressful situation and optimism that a stressful situation can be solved. Design: The paper reviews literature on the topics related to links between EI, entrepreneurial behaviors and entrepreneurial coping. Subsequently, acceptance-avoidance motivation theory is used to posit that entrepreneurs\u27 EI serves as an antecedent that (1) guides the selection of their coping strategies through the onset of optimism and acceptance of the stressful situation, (2) assists in perceiving those situations as either controllable or uncontrollable, and (3) shapes the actual process through which entrepreneurs cope. Findings: The proposed conceptual model asserts that entrepreneurs’ EI as reflected in their abilities to perceive, use, understand and regulate emotions, is key to their coping. EI in entrepreneurs assists them in being optimistic about solving a stressful situation and accepting of such situations as well. Thereafter, selection of a problem-focused or emotion-focused coping strategy or both ensues. Originality: The current work offers a conceptual model that highlights the role of entrepreneurs\u27 EI in coping, integrates both the cognitive and affective components of coping, and suggests a variety of avenues for future research. This model extends models of coping that categorize coping types to specify the process thought to be involved. Understanding the role of emotional intelligence in coping with stress by entrepreneurs has theoretical and practical implications which are discussed as well

A Review on Intelligent Agent Systems

Multi-agent system (MAS) is a common way of exploiting the potential power of agent by combining many agents in one system. Each agent in a multivalent system has incomplete information and is in capable of solving entire problem on its own. Multi-agent system offers modularity. If a problem domain is particularly complex, large and contain uncertainty, then the one way to address, it to develop a number of functional specific and modular agent that are specialized at solving various problems individually. It also consists of heterogeneous agents implemented by different tool and techniques. MAS can be defining as loosely coupled network of problem solvers that interact to solve problems that are beyond the individual capabilities or knowledge of each problem solver. These problem solvers, often ailed agent are autonomous and can be heterogeneous in nature. MAS is followed by characteristics, Future application, What to be change, problem solving agent, tools and techniques used, various architecture, multi agent applications and finally future Direction and conclusion. Various Characteristics are limited viewpoint, effectively, decentralized; computation is asynchronous, use of genetic algorithms. It has some drawbacks which must be change to make MAS more effective. In the session of problem solving of MAS, the agent performance measure contains many factors to improve it like formulation of problems, task allocation, organizations. In planning of multivalent this paper cover self-interested multivalent interactions, modeling of other agents, managing communication, effective allocation of limited resources to multiple agents with managing resources. Using of tool, to make the agent more efficient in task that are often used. The architecture o MAS followed by three layers, explore, wander, avoid obstacles respectively. Further different and task decomposition can yield various architecture like BDI (Belief Desire Intension), RETSINA. Various applications of multi agent system exist today, to solve the real-life problems, new systems are being developed two distinct categories and also many others like process control, telecommunication, air traffic control, transportation systems, commercial management, electronic commerce, entertainment applications, medical applications. The future aspect of MAS to solve problems that are too large, to allow interconnection and interoperation of multiple existing legacy systems etc

The holonic approach for flexible production: a theoretical framework

This paper discusses the body of knowledge about Holonic Approach to theoretically demonstrate how Holonic Production System (HPS) can be a convincing choice to overcome the problems of traditional production systems? architectures. Today, enterprises are trying to find ways to manage the growing environmental complexity that is well described by Complex Systems Theory (CST). After the focus on the main problem regarding environmental complexity, the Holonic system and the Holonic Production System will be analyzed. The paper will focus the potential of HPS to adapt and react to changes in the business environment whilst being able to maintain systemic synergies and coordination through the holonic structure where functional production units are simultaneously autonomous and cooperative

Toward a Theory of Learner-Centered Training Design: An Integrative Framework of Active Learning

[Excerpt] The goal of this chapter, therefore, is to develop an integrative conceptual framework of active learning, and we do this by focusing on three primary issues. First, we define the active learning approach and contrast it to more traditional, passive instructional approaches. We argue that the active learning approach can be distinguished from not only more passive approaches to instruction but also other forms of experiential learning based on its use of formal training components to systematically influence trainees\u27 cognitive, motivational, and emotion self-regulatory processes. Second, we examine how specific training components can be used to influence each of these process domains. Through a review of prior research, we extract core training components that cut across different active learning interventions, map these components onto specific process domains, and consider the role of individual differences in shaping the effects of these components (aptitude-treatment interactions [ATIs]). A final issue examined in this chapter concerns the outcomes associated with the active learning approach. Despite its considerable versatility, the active learning approach is not the most efficient or effective means of responding to all training needs. Thus, we discuss the impact of the active learning approach on different types of learning outcomes in order to identify the situations under which it is likely to demonstrate the greatest utility. We conclude the chapter by highlighting research and practical implications of our integrated framework, and we outline an agenda for future research on active learning

The risk of bullying and probability of help-seeking behaviors in school children : a Bayesian network analysis

An increase in aggressive behaviors in adolescents has been observed for a few years. The participation in bullying is associated with many psychosocial difficulties in adolescent development. On the other hand, the help-seeking behavior can be one of the most important protective factors that reduce the risk for this type of violence. The study was aimed at estimating the risk factors, as well as the protective factors of school bullying, by using the Bayesian networks to build a model allowing to estimate the probability of occurrence of the aggressive and help-seeking behaviors among school children. The focus was on individual risk/protective factors related to EAS temperament (emotionality, activity, and sociability) and variables related to the family context (level of cohesion, flexibility, family communication, and family life satisfaction). Bayesian methods have not been particularly mainstream in the social and medical sciences. The sample comprised 75 students (32 boys and 43 girls), aged 13–15 (M = 13.82; SD = 0.47). Assessment comprised The EAS Temperament Questionnaire, Family Adaptability & Cohesion Evaluation Scales FACES IV-SOR (Family Rating Scale), and Survey questionnaire. The Bayesian networks were applied. Depending on the values of the identified variables, very high a posteriori probability of bullying and help-seeking behaviors can be predicted. Four EAS subscales (Distress, Fear, Activity, Sociability) and two SOR subscales (Balanced Flexibility and Balanced Cohesion) were identified as predictors of bullying. Moreover, two SOR subscales (Family Communication and Life Family Satisfaction) and one EAS subscale (Sociability) were identified as predictors of help-seeking behaviors. The constructed network made it possible to show the influence of variables related to temperament and variables related to the family environment on the probability of bullying or the probability of seeking help and support. The Bayesian network model used in this study may be used in clinical practice