Jeffrey A. Greene
University of North Carolina at Chapel Hill
EpistemologyMetacognitionEmpirical researchEducational psychologyDescriptive knowledgeMathematics educationPsychologyEducational technologyCognitionCognitive psychologyPedagogySelf-regulated learningLearning environmentHypermediaTask (project management)Academic achievementExperiential learningComputer scienceProcess (engineering)Science education
95Publications
32H-index
3,260Citations
Publications 91
Newest
#1Jeffrey A. Greene (UNC: University of North Carolina at Chapel Hill)H-Index: 32
#2Robert D. Plumley (UNC: University of North Carolina at Chapel Hill)H-Index: 1
Last. Abigail T Panter (UNC: University of North Carolina at Chapel Hill)H-Index: 23
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Abstract The scientific literacy and conceptual understanding demands of the 21st century have necessitated fundamental changes in science education, including changes from traditional lecture to more active learning pedagogies. The affordances of such pedagogies can benefit students, but only when they are able to enact effective and efficient self-regulated learning processing. More research is needed to understand how and when students should self-regulate during science learning, as well as ...
8 CitationsSource
1 CitationsSource
#1Nikki G. Lobczowski (CMU: Carnegie Mellon University)H-Index: 4
#2Kayley Lyons (Monash University)H-Index: 7
Last. Jacqueline E. McLaughlin (UNC: University of North Carolina at Chapel Hill)H-Index: 18
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Abstract Students working in small collaborative groups may experience conflicts due to emotional issues at the individual or group level. Students need to regulate these emotions to avoid or reduce negative socioemotional interactions that can interfere with group performance. In this article, we studied the socioemotional regulation strategies used by graduate pharmacy students as they worked together in a small-group project-based learning environment. For this, we video recorded groups of st...
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#1Jeffrey A. Greene (UNC: University of North Carolina at Chapel Hill)H-Index: 32
#2Clark A. Chinn (RU: Rutgers University)H-Index: 28
Last. Victor M. Deekens (USMA: United States Military Academy)
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Background: The modern world is rife with complex challenges that require citizens to weigh multiple, conflicting claims and competing methods for discerning truth from falsehood. Such evaluations ...
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#1Kayley Lyons (UNC: University of North Carolina at Chapel Hill)H-Index: 7
#2Nikki G. Lobczowski (UNC: University of North Carolina at Chapel Hill)H-Index: 4
Last. Jacqueline E. McLaughlin (UNC: University of North Carolina at Chapel Hill)H-Index: 18
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Abstract We report on a design-based research study that was conducted over two years. We developed, tested, and implemented Collabucate, a web-based tool for fostering social regulation of learning in collaborative learning. In this paper, we describe two cycles of a design-based research study in which Collabucate was implemented with Doctor of Pharmacy students. Collabucate was created according to Jarvela and colleagues' (2015) design principles for supporting socially shared regulation of l...
2 CitationsSource
#1Jeffrey A. Greene (UNC: University of North Carolina at Chapel Hill)H-Index: 32
#2Dana Z. Copeland (UNC: University of North Carolina at Chapel Hill)H-Index: 3
Last. Victor M. Deekens (UNC: University of North Carolina at Chapel Hill)H-Index: 5
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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 ...
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#1Nikki G. Lobczowski (UNC: University of North Carolina at Chapel Hill)H-Index: 4
#2Elizabeth M. Allen (UNC: University of North Carolina at Chapel Hill)H-Index: 1
Last. P. Karen Murphy (PSU: Pennsylvania State University)H-Index: 25
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Abstract Argumentation and scientific discourse are essential aspects of science education and inquiry in the 21st century. Student groups often struggle to enact these critical science skills, particularly with challenging content or tasks. Social regulation of learning research addresses the ways groups attempt to navigate such struggles by collectively planning, monitoring, controlling, and reflecting upon their learning in collaborative settings. Such regulation and argumentation can also el...
1 CitationsSource
#1Lara-Jeane Croker Costa (UNC: University of North Carolina at Chapel Hill)H-Index: 8
#2Jeffrey A. Greene (UNC: University of North Carolina at Chapel Hill)H-Index: 32
Last. Stephen R. Hooper (UNC: University of North Carolina at Chapel Hill)H-Index: 63
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#1Jeffrey A. Greene (UNC: University of North Carolina at Chapel Hill)H-Index: 32
The synergies that result from synthesising conceptual models and findings from self-regulated learning and formative assessment research are launching a new era of scholarship. They drive new ques...
1 CitationsSource
#1Patrick Akos (UNC: University of North Carolina at Chapel Hill)H-Index: 26
#2Jeffrey A. Greene (UNC: University of North Carolina at Chapel Hill)H-Index: 32
Last. Jeremy T. Godwin (UNC: University of North Carolina at Chapel Hill)
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We use confirmatory factor analysis (CFA) to test the validity and reliability of three non-cognitive factors—resilience, grit, and growth mindset—as well as to examine whether those factors predic...
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