Katrin Saks
University of Tartu
30 Papers
11 Citations
Katrin Saks is an academic researcher from University of Tartu. The author has contributed to research in topics: Metacognition & Computer science. The author has an hindex of 7, co-authored 21 publications.
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Papers
Distinguishing Self-directed and Self-regulated Learning and Measuring them in the E-learning Context☆
Katrin Saks,Äli Leijen +1 more
TL;DR: The literature review of 30 empirical studies was conducted to compare them on SDL and SRL in the context of e-learning to find overlappings and differences between the concepts and research methods.
241
Open learner models in supporting self-regulated learning in higher education: A systematic literature review
TL;DR: The findings show that OLMs have been mainly used to support learners' cognition and a bit less metacognition and motivation; however, emotional support has been rarely provided.
125
Teaching during COVID-19: The Decisions Made in Teaching
TL;DR: In this article, a study was conducted based on semi-structured interviews with 16 Estonian basic school science teachers and the results showed that teachers' teaching-related decisions were influenced by factors related to the existence of digital tools as well as to the ability to use them purposefully in the home settings of teachers and students.
The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills
TL;DR: In this article, a quasi-experimental study using semi-structured pre-and post-intervention interviews and six-month intervention activities was conducted with 14 teachers to find out whether it is possible to support the development of declarative knowledge in learning skills in teachers through procedural knowledge acquired via practical teaching activities.
29
The efficiency of prompts when supporting learner use of cognitive and metacognitive strategies
Katrin Saks,Äli Leijen +1 more
TL;DR: There is a growing body of research recognizing the relationship between learner strategy use and learning proficiency as discussed by the authors, and the need for life-long learners with advanced learning skills and the ability to learn strategies.
22