Division C - Learning and Instruction / Division C - Section 3b: Technology-Based Environments

Roger Azevedo, North Carolina State University

Latent Class Profiling of Self-Regulated Learning in MetaTutor: A Technology-Rich Learning Environment - Clarissa Lau, University of Toronto; Eunice Eunhee Jang, University of Toronto; Jeanne Sinclair, University of Toronto; Roger Azevedo, North Carolina State University; Michelle Taub, North Carolina State University

A Design-Based Intervention on Flipped Instruction: Longitudinal Effects on Undergraduates' Engagement and Achievement - Cary J. Roseth, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University; William Saltarelli, Central Michigan University; You-kyung Lee, Sookmyung Women's University; Joshua Michael Rosenberg, The University of Tennessee - Knoxville; Emily Bovee, Michigan State University; Kristy A. Robinson, Michigan State University; John Ranellucci, Hunter College; Stephanie V. Wormington, University of Virginia; Hannah Klautke, Michigan State University; Christopher Seals, Michigan State University; Patrick Neil Beymer, Michigan State University

Metacognitive Consequences of Video Segmentation - Aaron Owen Thomas, University of Florida; Pasha Antonenko, University of Florida; David J. Therriault, University of Florida; Kent J. Crippen, University of Florida

Do Focused Self-Explanation Prompts Overcome Seductive Details? A Multimedia Study - Zhe Wang, Washington State University - Pullman; Olusola Olalekan Adesope, Washington State University

Adolescent Social Media Behavior, Personality Factors, and Academic Performance: A Path Analysis - Jingyan Lu, The University of Hong Kong; Mengguo Jing, The University of Wisconsin- Madison; Qiang Hao, Western Washington University

Do Not Forget Continuous Feedback in a Flipped Classroom - Ngoc Thuy Thi Thai, Ghent University; Bram De Wever, Ghent University; Martin M. Valcke, Ghent University

Doug Clark, Vanderbilt University