Self-regulation is a limited capacity resource meaning that it can become depleted over the course of the task or day, or can become drained when learners are spending much of their energy working to focus.
Socioeconomic Status and educational attainment are tightly interconnected, and adult learners are often seeking to improve their Socioeconomic Status through continuing education and training opportunities.
Mnemonic strategy instruction has been shown to be highly effective for students with learning disabilities who may have difficulties with Working Memory, likely by giving learners an opportunity to encode information in multiple ways.
Mnemonic strategy instruction has been shown to be highly effective for students with learning disabilities who may have difficulties with Working Memory, likely by giving learners an opportunity to encode information in multiple ways.
Importantly, creating opportunities for learners to share feedback directly with the product provides space for design teams to catch their own blind spots and commit to continuously improving to create an edtech solution where learners of color are centered in design and meaningful tools are available to support complex and difficult conversations.
The complexity of the cognitive operations and the knowledge involved in a process such as note-taking require note-takers to actively control what they are doing and to master the way they work. This metacognitive knowledge allows them to plan their activity, to evaluate and regulate it (Rémond, 2003). Garcia-Mila and Andersen (2007) further argued that metacognition is important for at least two reasons. First, as learners often misperceive the task demands and their own future state of knowledge, they do not see the utility of note-taking. Second, these misperceptions make learners not refer back to their notes and thereby miss feedback that would refine their metacognitive knowledge and strategy use. (Makany et al, 2009)
MacArthur, C. A., & Lembo, L. (2009). Strategy instruction in writing for adult literacy learners. Reading and Writing, 22(9), 1021-1039.
When adult learners navigate varying perspectives, particularly while reading, they deepen their understanding of events and the concepts involved.
Abduljabbar, A. L. (2019). The predictive utility of critical thinking skills on language proficiency in adult English as a second language learners [Doctoral dissertation, Grand Canyon University].
Educators can foster a growth mindset, an aspect of Learner Mindset, by providing feedback that recognizes the effort and normalizes mistakes and encourages learners to ask for help when needed.
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