Abstract
The following phenomenographic study aims to explore student perceptions of an adaptive learning system employed within a large undergraduate cohort of chemistry students during the Fall 2013 term. In particular, the purpose was to determine what student perceptions were concerning the adaptive system and how these perceptions influenced the students metacognitive and self-regulatory behaviors.
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Thomas, A. (2014). Phenomenography of Student Perceptions of an Online Metacognitive Tool. In: Trausan-Matu, S., Boyer, K.E., Crosby, M., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2014. Lecture Notes in Computer Science, vol 8474. Springer, Cham. https://doi.org/10.1007/978-3-319-07221-0_109
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DOI: https://doi.org/10.1007/978-3-319-07221-0_109
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-07220-3
Online ISBN: 978-3-319-07221-0
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