Research

How do groups of students plan, monitor, control, and evaluate their cognition, motivation, emotions, and behavior while learning?

Social Regulation of Learning (SoRL)

Publications:

  • Dragnic-Cindric D., Lobczowski N. G., Greene, J. A., & Murphy, P. K. (2018). Exploring teacher presence during social regulation of learning in science classrooms. In J. Key & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2 (pp. 1631-1632). London, UK: International Society of the Learning Sciences.
  • Lobczowski, N. G., Allen, E. M., Firetto, C. M., Greene, J. A., & Murphy, P. K. (under review). Social regulation of learning during scientific argumentation discourse: A multiple case study across two groups. Manuscript under revise and resubmit.
  • Lobczowski, N. G., Lyons, K., McLaughlin, J. E., & Greene, J. A. (in prep). Socially shared metacognition in a project-based learning environment: A comparison study. Manuscript in preparation.

How are emotions formed and regulated in collaborative learning?

Emotions and Emotion Regulation

Publications

  • Lobczowski, N. G. (2019). Bridging the gaps and moving forward: Building a new model for socioemotional formation and regulation. Manuscript accepted for publication. Educational Psychologist.

Presentations:

  • Lobczowski, N. G. (2017). A Review of socioemotional regulation in collaborative learning environments. Poster presented at the annual meeting of the Association of Psychological Science, Boston, MA.
  • Lobczowski, N. G., Lyons, K., Greene, J. A., & McLaughlin, J. E. (2019). Socioemotional regulation strategies used in a project-based learning environment. Paper to be presented as part of a symposium at the biannual meeting of the European Association of Research on Learning and Instruction (EARLI), Aachen, Germany.
  • Wolcott, M. D., & Lobczowski, N. G. (2018). Breathe in, breathe out: How to manage emotions in the workplace. Professional development presented at 2018 American Society of Health-Systems Pharmacists (ASHP) Midyear Meeting in Anaheim, CA.

How do students plan, monitor, control, and evaluate their cognition, motivation, emotions, and behavior while learning?

Self-Regulated Learning (SRL)

Publications:

  • Greene, J. A., Lobczowski, N. G., Freed, R., Cartiff, B., Demetriou, C., & Panter, A. T. (2019). Effects of a science of learning course on college students’ online learning. Manuscript accepted. American Educational Research Journal. doi: 10.3102/0002831219865221.
  • Deekens, V. M., Greene, J. A., & Lobczowski, N. G. (2018). Monitoring and depth of strategy use in computer-based learning environments for science and history. British Journal of Educational Psychology, 88(1), 63-79. doi: 10.1111/bjep.12174
  • Greene, J. A., Anderson, J. L., O’Malley, C. E., & Lobczowski, N. G. (2018). Fostering self-regulated science inquiry in physical sciences. In M. deBenedetto (Ed.), Connecting Self-Regulated Learning and Performance with Instruction Across High School Content Areas (pp. 163–184). Cham: Springer.

How can we design effective interventions for learning?

Design-Based Research (DBR)

Publications:

  • Wolcott, M. D., Lobczowski, N. G., Lyons, K., McLaughlin, J. E. (2019). Design-based research: Connecting theory and practice in pharmacy educational intervention research. Currents in Pharmacy Teaching and Learning, 11(3), 309-318. doi: 10.1016/j.cptl.2018.12.002
  • Lyons, K., Lobczowski, N. G., Greene, J. A., McLaughlin, J. E. (in prep). Designing and testing a web-based tool to foster social regulation in collaborative learning. Manuscript in preparation.

Presentations:

  • Wolcott, M. D., Lobczowski, N. G., Olsen, A., Anksorus, H. N. (2019) Escape the norm: Escape rooms for learner engagement and collaboration. Poster to be presented at 2019 Monash Pharmacy Education Symposium, Prato, Italy.
  • Lobczowski, N. G., Lyons, K., Greene, J. A., & McLaughlin, J. E. (2018). Using data from a mobile application to promote socially shared regulation of learning. Poster presented as part of a structured poster session at 2018 annual meeting of the American Education Research Association (AERA), New York City.

How do students effectively learn together in small groups?

Collaborative Learning

Publications:

  • Murphy, P. K., Greene, J. A., Firetto, C. M., Li, M., Lobczowski, N. G., Croninger, R., & Duke, R. F. (2017). Examining the effect of homogeneous and heterogeneous grouping in classroom discourse. Contemporary Educational Psychology, 51, 336-355.

Presentations:

  • Isohätälä, J., Lobczowski, N. G., Näykki, P., Järvelä, S., & Greene, J. A. (2019). Collaborative reasoning over domain knowledge and strategic processes – An exploratory case study. Paper to be presented as part of a symposium at the biannual meeting of the European Association of Research on Learning and Instruction (EARLI), Aachen, Germany.
  • Lyons, K. & Lobczowski, N. G., Greene, J. A., & McLaughlin, J. E. (2019). Motivation co-construction: How students build group-level motivation in collaborative learning. Paper to be presented at the biannual meeting of the European Association of Research on Learning and Instruction (EARLI), Aachen, Germany.
  • Dragnic-Cindric, D., Lobczowski, N. G., Baszczewski, S., Greene, J. A., Butler, A. M., & Murphy, P. K. (2019). Quality of collaborative group engagement in face-to-face high-school physics argumentation. Poster to be presented at the biannual meeting of the European Association of Research on Learning and Instruction (EARLI), Aachen, Germany.