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Self-regulated learning (SRL) has become an indispensable ability for learners to succeed in self-study. A fast-growing number of learners worldwide opt for studying via technology-enhanced learning environments (TELEs) to enrich their education. Since the outbreak of the global COVID-19 pandemic, learners have relied more and more on online and distance learning for their own education purposes; this circumstance urges learners to self-regulate their learning processes. Striving for understanding learners’ SRL ability in TELEs to provide them with sufficient support, this research analyzed the relationship between the two key factors of SRL, cognition and metacognition, from the context of self-study in TELEs. Applying our proposed hypothetical model on the relationship between cognition and metacognition, we conducted a pilot study in which 20 postgraduate students solved a complex academic task delivered via a TELE—the learning management system Moodle. In this experiment, the correlation between the students’ cognitive and metacognitive scores was analyzed. The experimental results showed that there is a positive linear correlation between cognition and metacognition of a learner when he or she performs a complex task in TELEs, and such a correlation can be classified into different profiles. Implications include opportunities to help learners understand their SRL profiles and provide recommendations for further research on the granularity of SRL characteristics.

E‐learning strategies have become an important part of biomedical education. However, why and how medical students select hardware tools and software formats during their preclinical education has not been sufficiently evaluated. These aspects should be considered when designing or offering new e‐learning modalities to learners. Two medical school classes at a major US medical school were surveyed about their use of e‐learning resources during their first year of medical school or their preparation for their first licensing examination (USMLE® Step 1), respectively. Their responses were analyzed for patterns and significant changes. Students’ answers indicated that computers and tablets were considered the most important hardware devices to support students’ learning. During the first year, students often preferred resources that were tailored to the specific courses in their curriculum. In contrast, some preferences changed when students prepared for the USMLE Step 1, with students shifting almost exclusively to a solitary learning strategy using commercial e‐learning resources. Across all phases of medical school education queried, peer advice was the major determinant influencing e‐learning resource selection with faculty only playing a minor role. Videos were the most popular e‐learning modality, and students cited efficient acquisition of knowledge and preparation for examinations as major reasons for e‐learning tool utilization. These factors should be considered when offering e‐learning resources to medical students during different phases of their preclinical training.

Britain's asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system in the UK. This paper is concerned with the design and implementation of the FIAP as a free digitally enabled programme that provides learning opportunities for organisations and frontline workers in the refugee sector and supports them in developing new forms of legal practice. It provides empirical data from interviews with members of staff from six participating organisations in the FIAP, and from Refugee Action and the Office of the UK's Immigration Services Commissioner[1] (n = 21). The paper adopts a view on social justice, which according to Fraser (2005) is understood as 'parity of participation'. We draw on Fraser's work, as well as work of other scholars such as Lambert (2018) and Hodgkinson-Williams and Trotter (2018) to explore the relationship between social justice and open education by taking into consideration the context within which organisations and professionals operate. The analysis highlights six dimensions for social justice approaches for professional learning as demonstrated through the case of the FIAP: i. deliberate iterative design; ii. access to provision; iii. flexibility of provision; iv. development of resources; v. support and vi. advancing knowledge and skills whilst adapting the workplace. All these dimensions are discussed in the paper in relation to the concept of openness and are critical in developing open socially just programmes that aim to change work practice and address the needs of the most vulnerable.

Electronic learning resources are popular with today's students. However, how students choose their favorite e‐learning resources is not well‐understood. The popular SecondLookTM histology self‐review tool was offered in three different interfaces to students participating in two histology courses (Cell and Developmental Biology [CDB] 450/550 and DENT 510). These interfaces included PowerPoint files, an online website, and a mobile application (app). Identical in content, each interface had specific advantages and disadvantages with respect to compatible devices, user features, and access limitations. Upon the conclusion of the courses, students were surveyed about their interface preference, reasons for their selection, and general usage of the SecondLookTM resource. With a 91.4% overall survey participation rate, only 3 out of 213 participating students never used the resource. Many students (46.3% CDB 450/550, 62.9% DENT 510) tried only one interface, with PowerPoint being the most popular final choice (56.5% CBD 450/550, 65.7% DENT 510). Although the interactive website and mobile app offered additional user‐friendly features, they only garnered between 16% and 24% final popularity. “Convenience,” “larger screen,” and “easy to use” were most often reported as reasons for students’ interface preference. The accessibility of where and when the SecondLookTM resource can be used was also frequently cited. This availability encouraged some students to forgo other learning resources and to use the mobile app in distractive environments. The results of this study suggest that today's students are in fact less motivated to seek out high‐tech e‐learning resources than commonly believed and instead often select interfaces with which they are already familiar.

The purpose of this study was to explore the psychological mechanism of self-regulated learning in a technology-enhanced learning environment and to develop a comprehensive model of its function. As a theoretical approach, we used Pintrich's model of Self-regulated learning. The mixed research methods were used in this study. First, we conducted focus-group discussions with students from higher education. Based on the results of the focus group, a questionnaire has been developed. A total of 307 BA students participated in the study, out of whom 213 (69.4%) were female students and 94 (30.6%) were male students. To explore the underlying factor structure of the questionnaire, items were subjected to principal component analysis (PCA). The principal component analysis revealed the presence of 14 components exploring the 61,77% variance respectively. After checking the factors similarity, the following scales were identified: Motivational scale, Cognitive strategies scale, and Deficit of SRL scale. Each scale reflects the area of positive and negative factors of technology use on the students' self-regulated learning. To examine the factorial properties of the questionnaire, all scales were tested using structural equation modeling (SEM). Results show that the model fit of the empirical and theoretical models is satisfactory for all three scales. The reliability of the questionnaire was measured using Cronbach's alpha. Coefficients ranged from .637 to .894. As for gender differences, male and female respondents showed statistically significant differences in the following factors: Self-efficacy in the task domain; Note-taking; Nonacceptance beliefs toward technology; and Blockages to technology integration.

Background and Aims The CanMEDS framework is a widely adopted competency‐based model that defines essential roles for physicians to ensure high‐quality patient care. Technology‐enhanced learning (TEL) has emerged as a transformative approach in medical education, offering flexible, interactive, and personalized learning experiences. This study explores the integration of TEL within the CanMEDS framework assessment model to enhance competency evaluation in medical education. Methods This perspective study reviews the evolving role of TEL in medical education and its alignment with the seven CanMEDS roles: Medical Expert, Communicator, Collaborator, Leader, Health Advocate, Scholar, and Professional. It examines the benefits and challenges of TEL integration, including innovative assessment methods such as virtual simulations, artificial intelligence, and mobile applications. Results TEL provides significant advantages in accessibility, scalability, and cost‐effectiveness of competency assessments. Virtual reality and AI‐driven tools enable realistic clinical scenarios and personalized feedback, improving the evaluation of complex skills. TEL also supports continuous learning and collaboration through digital platforms. However, challenges include ensuring assessment validity and reliability, addressing institutional barriers, faculty training needs, ethical concerns regarding data privacy, and disparities in technology access. Conclusion Integrating TEL into the CanMEDS framework enhances medical education by offering innovative, flexible, and effective assessment methods. To maximize benefits, institutions must address technological, ethical, and pedagogical challenges through comprehensive implementation plans, faculty development, and clear guidelines. Emerging technologies hold promise for further advancing competency‐based education, ensuring future physicians are well‐equipped to meet evolving healthcare demands.

Declining levels of state provision of free legal advice and representation have led to increased demand for support from legal charities. This study evaluates a co-designed Open Educational Resource providing education and training for support workers volunteering for the UK legal charity Support Through Court. Addressing issues of domestic abuse and related civil law procedures, the resource was primarily designed to meet the training needs of Support Through Court volunteers, but was also aimed to be of use to those dealing with similar issues in related organisations, as well as interested members of the public.

Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a 'knowledge-transfer' model of evidence-based practice in which research is conducted by researchers, and is then 'transferred' to practitioners to enable them to implement evidence-based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC-funded 'SHAPE' project, which adopted a different model of evidence-based practice, focusing on knowledge co-construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co-construction with school practitioners, parents and pupils. Such co-construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence-based practice as an alternative to the currently dominant and narrow model of knowledge transfer.

Microworlds are simulations in computational environments where the student can manipulate objects and learn from those manipulations. Since their creation, they have been used in a wide range of academic areas to improve students learning from elementary school to college. However, their effectiveness is unclear since many studies do not measure the acquired knowledge after the use of microworlds but instead they focus on self-evaluation. Furthermore, it has not been clear whether its effect on learning is related to the teaching method. In this study, we perform a meta-analysis to ascertain the impact of microworlds combined with different teaching methods on students’ knowledge acquisition. We applied a selection criterion to a collection of 668 studies and were left with 10 microworld applications relevant to our learning context. These studies were then assessed through a meta-analysis using effect size with Cohen’s d and p-value. Our analysis shows that the cognitive methods combined with microworlds have a great impact on the knowledge acquisition (d = 1.03; p < 0.001) but failed to show a significant effect (d = 0.21) for expository methods.

There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.