Time-driven modeling of student self-regulated learning in network-based tutors

This study applies a time-driven approach to model self-regulated learning (SRL) on the basis of elapsed time metrics in the context of open-ended learning environments (OELEs), specifically, network-based tutors. In doing so, we examine how students allocated attentional resources to distinct phases of SRL as a measure of depth of information processing. Student teachers (N=68) were assigned to two different versions of nBrowser: a static...