Daniel C. Moos, Ph.D.

Gustavus Adolphus College, Department of Education

 
Research Overview

My research agenda broadly focuses on self-regulated learning (SRL) within the context of emerging technologies. Recently, though, my research has begun to examine SRL within the context of teacher education programs. Currently, I am involved in the following research studies:

Study #1: Flipping the classroom: Supporting Self-Regulated Learning. "Flipping the classroom", a relatively new but increasing popular instructional approach, inverts more traditional methods by moving “homework” into the classroom and delivering instruction outside of the class (typically through technology). This study examines the impact of embedding self-regulated learning prompts in videos designed for flipped classrooms. Click here for planning prompt video, click here for monitoring prompt video, click here for all prompt video, and click here for control video.

Study #2: Self-regulation when learning about distinct views: The role of epistemological beliefs. Educational Psychology courses present diverse theories that can seemingly offer conflicting pedagogical implications. This study examines how pre-service teachers' epistemological beliefs affect their self-regulated learning about conflicting views and theories.