Self-regulated learning: beliefs, techniques, and illusions.

By Robert A. Bjork, John Dunlosky, Nate Kornell. 2013

1,341 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

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In Developmental and Educational Psychology

Citations in the corpus

Explanation in Human-AI Systems: A Literature Meta-Review, Synopsis of Key Ideas and Publications, and Bibliography for Explainable AI (2019, background): “One branch of this research is centered on teaching and learning (see Bjork and Bjork, 2014; Bjork, Dunlosky, and Kornell, 2013), with special focus on how learners are”
Metrics for Explainable AI: Challenges and Prospects (2018, background): “This can be corrected by asking the learner to explicitly express their understanding or reasoning (Bjork et al., 2013; Chi, et al, 1989; 1991; Fernbach, et al., 2012; Mills & Keil, 2004; O’Reilly, Symons, & MacLatchy-Gaudet, 1998; Rittle-Johnson, 2006; Rosenblit & Keil, 2002; VanLehn, Ball, & Kowal”
Fostering self-regulated learning in higher education: Making self-regulation visible (2020, background): “Despite widespread agreement regarding the importance of self-regulated learning skills in and beyond higher education, it is often assumed that university students have already developed these skills (Bjork et al., 2013; Nugent et al., 2019).”
Learning analytics to unveil learning strategies in a flipped classroom (2017, positive): “They found that self-regulated learning (SRL) was closely tied to a student’' efficacy beliefs and the intrinsic value they associated with the study tasks.”
Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? (2022, positive): “For example, despite the well-documented benefits of SRL skills, and the numerous opportunities students have in schools and higher education institutions to explore, practice and hone them, SRL skills remain underdeveloped (Bjork, Dunlosky, & Kornell, 2013).”
Enhancing attention and memory during video-recorded lectures. (2015, background): “However, as we discussed earlier, educational research has demonstrated that students are not necessarily well equipped to monitor their own learning (Bjork et al., 2013; Bol & Hacker, 2012), and such limitations may be especially likely to manifest themselves in the absence of face-to-face interact”
Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding (2014, background): “As was pointed out in a recent review, students often do not recognize how they learn and thus do not appreciate many beneficial learning tasks (Bjork et al. 2013).”