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The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods.

This study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation.

The results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation.

In this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines.

This study aims to investigate which a priori factors documented in the literature and new factors that influence employees’ self-regulated microlearning behavior and the utilization of internal microlearning platforms in organizations.

The authors conducted a single-case study on a Swedish retail group that had developed an internally-built microlearning platform, collecting data through semistructured interviews with 13 informants.

The authors have identified eight factors that affect employees’ self-regulated microlearning processes. In addition to confirming the presence of five factors from previous research, the authors have discovered the influence of three new factors on self-regulated learning. These new factors are prioritization, other learning platforms and relevant content.

The study conducted a unique investigation into the factors influencing employees’ self-regulated learning strategies and their impact on the utilization of microlearning platforms. Previous research has given limited attention to this research topic and associated questions, making this study a valuable contribution.

Motivated by the need for research on the relationship between health app usage and health-related outcomes in the form of health status and life satisfaction, this study builds on self-regulation theory to construct a research model for elucidating how health app quality affects health information literacy, health app usage and physical activity.

To empirically validate the proposed research model, a large-scale questionnaire survey on health app usage was administered on a sample of 6,948 respondents recruited from a university in China. Structural equation modeling was employed for data analysis.

Empirical findings demonstrate that health app quality positively affects self-regulation with respect to health app usage, health information literacy and physical activity. Taken together, these self-regulated behaviors drive health-related outcomes for health status and life satisfaction.

This study advances extant literature on health app usage through the application of self-regulation theory to investigate the effects of technological interventions in healthcare. Findings offer practical implications for how health apps can be leveraged to realize positive health-related outcomes.

The purpose of this paper is to explore the potential benefits of integrating self-regulated learning with skill charting, a training and development tool. The following areas are examined: manager-as-coach, self-regulated learning, and skill development through skill charting.

This discussion of manager stimulation through the integration of self-regulated learning and skill charting is based on an extensive literature review of recent research as well as that done by the authors.

There are many practical opportunities for managers to enhance self-regulated learning of employees using skill charting. Because self-regulated learners tend to reflect a growth mindset they are more likely to engage in performance improvement, change and innovation. These personal characteristics are highly valued by most managers as they may provide a competitive advantage for organizations. Managers, acting as coaches with individuals or small groups, can be instrumental in helping employees to internalize self-regulating learning practices at the same time the employees participate in learning important job skills. The approach offered here also encourages team-building skills, knowledge acquisition, and employee engagement.

This fresh look at an integration of self-regulated learning with the skill-charting approach offers specific, practical suggestions for manager stimulation of self-regulated learning.

This study explores a conceptual framework that addresses a school principal's self-regulated learning (SPSRL) as well as possible avenues for future conceptualization of, and research into this issue.

The conceptual framework of SPSRL is based on an extensive literature review of the research on student’s and teacher’s self-regulated learning models.

A novel conceptual and practical SPSRL framework for planning, performing, monitoring and self-reflection is elaborated.

This novel SPSRL conceptual framework provides school principals with a means to shape and develop processes, strategies and structures to monitor and evaluate their learning, enabling them to react effectively in uncertain and dynamic environments. This framework may open the way to future research into possible contributions of the SPSRL construct with other variables related to principal effectiveness. The suggested framework should be examined empirically in various sociocultural contexts, possibly substantiating its conceptual validity.

The SPSRL conceptual framework can improve school learning, which might connect the individual (the school principal) and organizational (teachers) learning levels.

This paper aims to identify ways to establish an information system to aid users to enhance the effectiveness of self-regulated learning and solve the problem of learning domain unawareness. Many libraries are spacious and with a rich collection of books, the problem a newcomer may encounter in the wide library is spatial unawareness. In addition, people new to a particular field of study often encounter the problem of learning domain unawareness.

This paper presents an overview of self-regulated learning theory first. We realize the essential principles of self-regulated learning model in the library and developed a learning system that utilizes the concept of combining mobile augmented reality (AR), indoor navigation and data mining algorithms.

The proposed NO Donkey E-learning (NODE) system utilizes AR and innovative indoor positioning technology to fulfil the goal of navigation inside a library and solve the problems of spatial and learning domain unawareness. On the one hand, the system allows peers to communicate asynchronously to create a cloud-based information sharing community; the dual-track terminal (the website and the app interfaces) in the system could provide both educational functionalities and mobility for readers. On the other hand, AR navigation function integrates the information of reading paths, the real-space locations, real-time dynamic information, book introductions and readers’ comments to help readers have access to the topic-related books efficiently.

We found that although the library provides the floor plan and signs, such passive and fixed indication may cause spatial unawareness. People need system to show the bookshelf location and dynamic direction indicators when they walk in the wide library. However, most existing library information systems only provide readers with the function of book search, including which floor the book is on, call number and check-out status. In this sense, we propose that self-regulated learning theory integrated the new innovation technology is the solution for the above issues.

The system developed in this study, while viewing the real scenes inside the library through camera lens, provides related virtual educational information services and learning paths on screen and guides the public to do systematic self-regulated learning. With the functions of the “learning topic” and “knowledge sharing”, the learning system promotes the general public to self-monitor their learning progress and to use the sharing mechanism as the system structure to solve the two main problems of spatial unawareness and domain unawareness in learning in libraries, creating a truly innovative people-centred library information system.

This study aims to outline an approach to improving the effectiveness of work‐based learning through knowledge creation and enhancing self‐regulated learning. The paper presents a case example of a novel approach to learning through knowledge creation in the workplace. This case example is based on empirical data collected through a study of the learning practices of knowledge workers employed within a large, multinational organization.

The case example presented in this article is based on a study of the learning practices of knowledge workers employed within a large, multinational organization. Participants were members of a number of global, online knowledge sharing networks focused around the core technical and commercial disciplines of the company. Membership of each network ranged from a few hundred to a few thousand professionals at various stages of their career. The survey is available online at: http://dl.dropbox.com/u/6017514/survey.pdf The case study reported in this paper is based on 462 survey respondents, including 211 (45.7 per cent) experts, 128 (27.7 per cent) mid‐career professionals and 123 (26.6 per cent) novices, and 29 interviews were conducted with nine novices, and 20 experts.

The study proposes a mechanism to enhance goal actuation processes for self‐regulated learning in the workplace. The authors term this mechanism “charting” and provide a scenario illustrating how it might work in practice. Drawing upon social cognitive theory of self‐regulated learning, they argue that individualised conceptualisations of self‐regulated learning should be re‐examined. These contradict the interactional and collaborative nature of the workplace where goal actuation is socially mediated, structured by and closely integrated within work tasks.

The case example is based on a previous study. It is not a real‐life example because this paper aims to predict a likely case example to enhance learning performance in the workplace, based on empirical evidence. The study on which this case example is based is limited in scope, examining a small group of workers in one multinational organization. Quantitative studies, as well as studies in related contexts, would complement and validate these findings.

This article extends understanding of the relationship between the individual learner and the collective knowledge and how this relationship can be enhanced through self‐regulated learning in the workplace.

The purpose of this paper is to address the intersection of two important areas related to employee development: mindsets and self-regulated learning. These concepts suggest opportunities for managerial influence over employee behavior which may ultimately enhance organizational culture and functioning.

The concepts of mindsets and self-regulated learning are connected in such a way as to yield some managerial approaches to generate positive outcomes for organizations. A brief summary of the relevant literature provides a base for the positive organizational outcomes that may be obtained through a manager’s combined understanding of these two concepts.

Understanding how the concepts of mindsets and self-regulated learning are related can provide managers with tools to be used in encouraging employees toward a strengthened ability to learn, adapt, and become more valuable to the organization.

Useful approaches to boosting employees’ inclination to learn, adapt, change, and improve performance are developed from existing academic research.