拖延
元认知
移动学习
心理学
阅读(过程)
引用
理解力
医学教育
计算机科学
图书馆学
移动设备
医学
政治学
万维网
社会心理学
认知
神经科学
法学
程序设计语言
出处
期刊:International Journal of Mobile Learning and Organisation
[Inderscience Enterprises Ltd.]
日期:2022-01-01
卷期号:16 (2): 150-150
被引量:2
标识
DOI:10.1504/ijmlo.2022.121879
摘要
In this study, bibliographic analysis was performed to examine the research trends of technology-enhanced self-regulated learning. We collected 948 papers that had been published in SSCI journals from 2001 to 2020. Co-occurrence and citation analysis was employed to explore the frequently used keywords, active countries, and active authors. The papers were also divided into four time periods to explore the research change in terms of educational issues, learning contexts, and educational objectives. The findings showed that the research issues and the use of technologies differed between countries and author groups. Some researchers discussed self-regulation in collaborative learning, whereas others explored the effectiveness of interactive systems for learning. It was found that motivation and metacognition were core concerns throughout the entire period. Finally, learning analysis and rarely discussed issues (e.g., reading comprehension and procrastination) have been highlighted in recent years. Based on the findings, some suggestions are recommended for future studies.
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