Differences in the Use of Macro-level Self-Regulated Learning Processes between Students that Gain Declarative Knowledge and Students that Gain Conceptual Understanding about Complex Science Topics

Learning complex science topics is an important part of students' education. Learning these complex topics is difficult, and students often fail to gain a conceptual understanding of them. Research shows that the use of hypermedia based learning environments can enhance students' ability to learn complex science topics. However, the use of hypermedia as a learning tool does not always improve students' learning. Additional research has shown that the use of self-regulated learning (SRL) processes enhances students' ability to reach a conceptual understanding of complex topics with hypermedia. In this study, to improve understanding of self-regulated learning with hypermedia, I examined what differentiates students that gain conceptual understanding from those that only gain declarative knowledge about a complex science topic. Specifically, I examined differences in the frequency of students' use of macro-level SRL processes. After completing the analysis, no statistically significant differences were found in the frequency participants in the conceptual understanding group employed macro-level SRL processes when compared to participants in the declarative knowledge group

Fully Apt Epistemic Performance, Epistemic Cognition, and Transfer Across Academic Disciplines: PhDs, Pedagogy, and Processes

The ability to effectively determine trustworthy and accurate information is essential in the complex digital environment of the modern world. Apt epistemic performance, the competence required for individuals to reach epistemic aims (Barzilai & Chinn, 2018), is essential to successfully navigating today’s complex information environment. However, research indicates that apt epistemic performance is both uncommon and discipline-specific. There is also renewed interest, from scholars and others, into questions about if and how knowledge, skills, and practices transfer from one academic discipline to another. Numerous theories have emerged to capture transfer. Notably, these include traditional cognitive theories and more recent conceptualizations such as the actor-oriented theory of transfer. More research is needed into whether and how apt epistemic performance transfers in order to better prepare students to navigate the complex digital world of today. I investigated the transfer of apt epistemic performance with data captured using think-aloud protocol. The data was gathered as experts from education (i.e., no-transfer), other social sciences (i.e., near-transfer), and natural sciences (i.e., far-transfer) reviewed four publications and answered questions about a complex problem in education. Specifically, nine participants, three representing each group (i.e., no-transfer/educators; near-transfer/other social scientists; and far-transfer/natural scientists), evaluated research evidence about the efficacy of flipped classroom pedagogy and made recommendations to a hypothetical colleague about whether or not to utilize a flipped classroom. My findings indicated that experts, from both the near- and far-transfer groups, were able to positively transfer the apt epistemic performance they developed in their own disciplines to answer complex education questions. However, with respect to two topics, conclusions reached and source evaluation, there were distinct differences in the complexity demonstrated by in-domain (i.e., no-transfer/education) experts when compared to members of the transfer groups. Likewise, negative transfer, or the transfer of knowledge and skills that hinder thinking in a different domain, was demonstrated by members of the far-transfer group as they worked with qualitative data. I found value in the aspects of apt epistemic performance, as defined by Barzilai and Chinn (2018), and both actor-oriented and cognitive theories of transfer, as tools to understand the transfer of epistemic performance across domains. My findings have implications for the study of epistemic cognition and transfer.Doctor of Philosoph

Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation

The proliferation of research production in Psychology as a science has been increasing exponentially. This situation leads to the necessity of organizing the research production into different levels of analysis that make it possible to delimit each research domain. The objective of this analysis is to clearly distinguish the different levels of research: micro-analysis, molecular, and molar. Each level is presented, along with an analysis of its benefits and limitations. Next, this analysis is applied to the topics of Executive Functions, Self-Regulation, and External Regulation. Conclusions, limitations, and implications for future research are offered, with a view toward a better connection of research production across the different levels, and an allusion to ethical considerationsThis study was supported by R&D Project EDU2011-24805, PGC2018-094672-B-I00 (Ministry of Science and Education, Spain), and UAL18-SEJ-DO31-A-FEDER (University of Almería), and the European Social Fund

Information and Communication and their Impact on Productivity Determinants of XFTs in a Large-Scale Agile Environment: a Case Study

Agile software development has been put forward in response to the industry's need to embrace and adjust to change quicker to be able to deliver higher business value. Even though agile's practices have been originally de ned for small, single-product companies, their successful implementations have lead to it being recognised by large multi-site and product corporations. Transitioning towards agile and a new work environment embodies challenges of di erent natures, especially for large-scale organisations. This thesis presents a case study performed at Ericsson AB where the challenges related to information and communication ow within a large-scale agile organisation are investigated. The findings are then put into organisational contextand related to the productivity determinants of Cross Functional Teams (XFTs

A Model of Technology Incidental Learning Effects

Increases in technology use, among youth and adults, are concerning given the volume of information produced and disseminated in the modern world. Conceptual models have been developed to understand how people manage the large volume of information encountered during intentional learning activities with technology. What, if anything, do people learn when they happen upon news and other information while using technology for purposes other than learning? Questions like this highlight the need to understand incidental learning, i.e., learning that occurs when people, who are pursuing a goal other than learning such as entertainment, encounter information that leads to a change in thinking or behavior. In this article, we integrate theory and research from multiple scholarly literatures into the Technology Incidental Learning Effects (TILE) model, which provides a framework for future research on how incidental learning occurs and what factors affect this process. Current research on incidental learning can be informed by educational psychology scholarship on dual-processing, motivation, interest, source evaluation, and knowledge reconstruction. The TILE model points to many promising future directions for research with direct implications for modern society, including the need to better understand how and why people move from merely noticing to engaging with incidentally exposed information as well as how to help people successfully manage the large amounts of information they encounter when using technology for purposes other than learning