Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

Mike Frazier, Michigan State University

Curiosity Promotes Self-Regulation and Course Outcomes of Students With Different Self-Efficacy Beliefs in Online Learning - Dajung Diane Shin, Kyungnam University

Deeper Learning Opportunities and Expectancy-Value Beliefs in Online STEM Summer Programs - Guan Saw, Claremont Graduate University; Ryan Culbertson, Claremont Graduate University; Chi-Ning Chang, Virginia Commonwealth University; Kahlí Hedrick-Romano, Claremont Graduate University; Vicki Lynton, Alamo Colleges - Northwest Vista College; Guillermo Lopez, Claremont Graduate University

Exploring the Relations Among Preservice Teachers' Information and Communication Technology (ICT) Self-Efficacy, Online Self-Regulated Learning Strategies, and ICT Competencies - Zhuo Zhang, Purdue University; Yukiko Maeda, Purdue University; Tim Newby, Purdue University; Zui Cheng, Shenzhen University; Qian Xu, Purdue University

Fostering Diagnostic Reasoning: Let's Think Less About Case Design and More About the Simulated Activity - Sarah Bichler, Ludwig Maximilian University Munich; Michael Sailer, Learning Analytics and Educational Data Mining; Elisasabeth Bauer, Department of Psychology, LMU Munich, Munich, Germany; Jan Kiesewetter, Ludwig-Maximilians-Universität München; Martin Richard Fischer, Clinics LMU Munich; Frank Fischer, Ludwig-Maximilians-Universität München

Personalized Feedback Leveraging Learning Analytics in a Large Lecture Course: Students' Perceptions and Behavior Changes - Jae-eun Russell, University of Iowa; Anna Smith, University of Iowa; Salim George, University of Iowa; Adam Brummett, University of Iowa; Sara Nasrollahian Mojarad, University of Iowa

Kui Xie, Michigan State University