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1.
Learning from Learning Kits: gStudy Traces of Students’ Self-Regulated Engagements with Computerized Content 总被引：4，自引：0，他引：4
Researching self-regulated learning (SRL) as a process that evolves across multiple episodes of studying poses large methodological challenges. While self-report data provide useful information about learners’ perceptions of learning, these data are not reliable indicators of studying tactics learners actually use while studying, especially when learners are young children. We argue that self-reports about SRL need to be augmented by fine-grained traces that are records of learners’ actual activities as they study. We describe how gStudy software unobtrusively collects detailed trace data about learners’ use of study tactics as they engage with content presented in learning kits—collections of documents (e.g., texts, graphics, video clips) and tasks (e.g., notes, concept maps) on which learners operate to study. We suggest that trace data can advance research about how learners select, monitor, assemble, rehearse, and translate information to learn it, and provide raw materials for mapping SRL and its effects. Examples from the Life Cycles Learning Kit that supports grade 1 students learning about the life cycles of humans and frogs are given.
相似文献
| Philip H. WinneEmail: |
2.
Explicitly informing students about learning goals has been argued to foster intentional learning. This study tested three
theoretical hypotheses regarding the facilitating effects of learning goals by investigating 72 students’ actual reading behaviour
and cognitive processes (i.e., the use of learning goals). Participants studied a text presented on 15 separate computer screens
with/without learning goals. In line with the three hypotheses, the analyses focused on three aspects: students’ interpretations
of the learning goals, information selection processes and monitoring behaviour. Results indicated variability among students
in their perceptions of the learning goals in terms of goal consistency and specificity. Students in the learning goal condition
recorded more goal-relevant information in their notes. However, only few students deliberately used learning goals to monitor
their goal-directed activities while studying the text. Analysis of students’ reading behaviour and cognitive processes suggests
that the absence of significant performance differences between the conditions can be explained by referring to students’
actual use of learning goals. 相似文献
3.
The current study sought to understand the relationship between peer discussions and self-regulated learning. Eighty-eight
first year high school students answered questions from the Motivated Strategies for Learning Questionnaire and reported the
perceived frequency of discussions with peers both inside and outside of the classroom regarding self-regulated learning.
Results suggest that differences exist between the frequency of self-regulation discussions with peers from inside and outside
of the classroom, especially for discussions concerning motivation. Discussions with peers outside of class were related more
closely to students’ reported self-regulated learning than discussion with peers inside of class. In addition, peer groups
with higher average levels of self-regulated learning discussions had individual members with high reported self-regulated
learning. The study’s results also highlight the need for further research on the mechanisms by which peer discussions may
relate to students’ self-regulated learning. 相似文献
4.
Instructional effectiveness of higher-order questions: The devil is in the detail of students’ use of questions 总被引：1，自引：0，他引：1
Research has repeatedly established that the theoretical benefits of various scaffolds do not match their actual impact on
learning. It has been argued that the instructional effectiveness of scaffolds largely depends on very detailed aspects of
the learning activities associated with the scaffolds within specific environments. From this perspective and, in order to
predict and control learning outcomes in the context of specific instances of scaffolds, there is a need for a detailed cognitive
analysis of learning activities (e.g. analyses of students’ scaffold use). Accordingly, the current study investigated how
students actually use adjunct questions while studying a text and how the quantity and quality of usage determine students’
learning outcomes (performance). Forty-two university students in two conditions were required to study a short science text
for 15 min. Results revealed that the quality of students’ use of instructional devices accounted for their final performance. 相似文献
5.
Roger Azevedo Daniel C. Moos Jeffrey A. Greene Fielding I. Winters Jennifer G. Cromley 《Educational technology research and development : ETR & D》2008,56(1):45-72
We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected
adolescents’ learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students
with little prior knowledge of the topic were randomly assigned to either the SRL or ERL condition. Learners in the SRL condition
regulated their own learning, while learners in the ERL condition had access to a human tutor who facilitated their self-regulated
learning. We converged product (pretest-posttest shifts in students’ mental models and declarative knowledge measures) with process (think-aloud protocols) data to examine the effectiveness of self- versus externally-facilitated regulated learning. Findings
revealed that learners in the ERL condition gained statistically significantly more declarative knowledge and that a greater
number of participants in this condition displayed a more advanced mental model on the posttest. Verbal protocol data indicated
that learners in the ERL condition regulated their learning by activating prior knowledge, engaging in several monitoring
activities, deploying several effective strategies, and engaging in adaptive help-seeking. By contrast, learners in the SRL
condition used ineffective strategies and engaged in fewer monitoring activities. Based on these findings, we present design
principles for adaptive hypermedia learning environments, engineered to foster students’ self-regulated learning about complex
and challenging science topics.
Roger Azevedo is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning. 相似文献
| Roger AzevedoEmail: |
Roger Azevedo is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning. 相似文献
6.
7.
Saskia Kistner Katrin Rakoczy Barbara Otto Charlotte Dignath-van Ewijk Gerhard Büttner Eckhard Klieme 《Metacognition and Learning》2010,5(2):157-171
An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools.
Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a
learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect
promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics
teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’
mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied
to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies
(e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features
of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place
in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation
strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance
development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance.
These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms. 相似文献
8.
The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of
students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning
achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms.
In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive
strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement.
In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using
learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’
typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of
strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students
to engage with cognitive and metacognitive strategy instruction. 相似文献
9.
The purpose of this research was to examine the relationship between students’ interests, their use of certain specific learning
strategies and causal attributions which they made for their academic achievement. In this manner, we attempted to explore
the relationships between some important variables from three different, but connected phases of self-regulated learning:
the forethought phase (interests), the performance control phase (learning strategies) and the self-reflective phase (causal
attributions).
Results confirmed the presumption that learning strategies could be a potential mediator in the relationship between students’
interests and their academic achievement. Also, results indicate that the causal dimension of controllability could have a
partial mediating role between students’ academic achievement and their interests. Generally, our findings indicate a dynamic
and cyclical nature of learning process — interest is an integral part of this process and it could be conceptualized as both
a consequence and an antecedent of cognitive aspects of learning. 相似文献
10.
Pedro Rosário José C. Núñez Julio González-Pienda Antonio Valle Luísa Trigo Carina Guimarães 《European Journal of Psychology of Education - EJPE》2010,25(4):411-428
A programme to enhance first-year college students’ self-regulated learning strategies is proposed and assessed in two samples,
one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into
two groups (experimental and control). The Spanish sample comprised 44 students in the experimental group and 40 in the control
group, whereas in the Portuguese sample, the number of students was 48 and 44, respectively. The narrative-based intervention
programme is organised around a set of fictional letters from a first-year college student in which he reports his own academic
experiences. Each letter focuses on a learning strategy as an opportunity to teach and enhance the students’ deep approaches
to learning and their self-regulated learning processes. In both samples, findings confirm the programme efficacy to teach
efficient learning strategies and to promote self-regulation. Implications for college students and for teaching are discussed. 相似文献
11.
Chun-Yen Chang Ting-Kuang Yeh Chun-Yen Lin Yueh-Hsia Chang Chia-Li D. Chen 《Journal of Science Education and Technology》2010,19(4):332-340
This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on
students’ science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of
science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment
experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students’ preferred learning
environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions
toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH.
Students were categorized into two groups; “preferred alignment with actual learning environment” (PAA) and “preferred discordant
with actual learning environment” (PDA), according to their PLEI and ALEI scores. The results of this study revealed that
most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered
learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between
groups in terms of students’ post-test scores on scientific literacy with the students’ pre-test scores as the covariate.
As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally
statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between
preferred and actual learning environments on students’ scientific literacy is noteworthy. Future study of this nature appears
to merit further replications and investigations. 相似文献
12.
The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning
course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums
of an online course were studied among 39 medical students. Students were able to utilise the course material in discussion
groups focusing on the lectures, quizzes and students’ own notes. Each student’s data recording of activities and individual
participation in discussion in the online course was analysed in order to assess which activities predicted learning outcome.
Higher course grades were associated with studying the course material frequently and also with regular participation in reading
postings and replying to them. There were no connections between learning outcome and the students’ original contributions
to the discussion forums. There were no statistically significant differences between male and female students in how they
utilised the various components of the learning material. 相似文献
13.
Alexander Minnaert Monique Boekaerts Cornelis de Brabander Marie-Christine Opdenakker 《Vocations and Learning》2011,4(3):175-190
To prepare students for effective workplace learning, it is necessary to have insight into the contextual characteristics
that affect students’ developing interest. Aiming at students to become selfregulated learners, teachers should act as mindful
coaches, encouraging their students to monitor the quality of collaborative group work. A field study was conducted within
the context of a Computer Supported Collaborative Learning (CSCL) project fostering self-regulated learning. Students and
teachers made use of an electronic instrument that assessed and visualised students’ experiences of the quality of group learning
over time. 137 vocational students in commerce and business administration participated in a 6 months project requiring to
work in small learning groups. A SEM model, based on self-determination theory, fitted the data quite well. Perceived autonomy,
competence, and social relatedness seemed to be good predictors of students’ situational interest. Qualitative interview data
revealed not only the added value of process-oriented reflection and within-group discussion, but also some shortcomings concerning
the effectiveness of (implementing) CSCL. 相似文献
14.
Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities 总被引：1，自引：0，他引：1
A micro-level approach to the study of relationships between component processes within self-regulated learning in young adolescent students is described. Using this approach, contingencies between self-regulatory processes can be identified and insight into factors that promote students’ use of self-regulatory strategies can be investigated. Evidence is presented showing how the influence of mastery achievement goals on specific task goals can be mediated by students’ state of interest. Further development of this approach requires consideration of the measurement issues associated with using single items to measure on-task states. Evidence for the reliability and validity of single-item measurement of states is considered in relation to areas of psychological inquiry that regularly use single-item measures and we conclude that further development of these types of measure has the potential to expand our understanding of self-regulated learning. 相似文献
15.
Roger Azevedo Jennifer G. Cromley Fielding I. Winters Daniel C. Moos Jeffrey A. Greene 《Instructional Science》2005,33(5-6):381-412
This study examines the effectiveness of three scaffolding conditions on adolescents’ learning about the circulatory system
with a hypermedia learning environment. One hundred and eleven adolescents (n = 111) were randomly assigned to one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding (FS),
or no scaffolding (NS)) and were trained to use a hypermedia environment to learn about the circulatory system. Pretest and
posttest data were collected to measure the qualitative changes in students’ mental models of the topic and quantitative changes
in their declarative knowledge. Verbal protocols were collected during the 40-minute learning task to examine how each condition
affected the way in which students regulated their learning. Findings revealed that learners in both the AS and NS conditions
gained significantly more declarative knowledge than did those in the FS condition. Also, the AS condition was associated
with shift in learners’ mental models significantly more than the other conditions. Associated with these significant shifts
in their mental models, learners in the AS condition regulated their learning by planning and activating prior knowledge,
monitoring their cognitive activities and their progress toward learning goals, using several effective strategies, and engaging
in adaptive help-seeking. By contrast, those in the NS condition used fewer effective strategies, while those in the FS regulated
their learning by using several regulatory processes which seemed to impede their learning. Implications for the design of
scaffolds for fostering students’ self-regulated learning with hypermedia are presented. 相似文献
16.
The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information
structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally:
Prompting and Prompting with Training. In Experiment 1, Prompting was tested with a pre-post-test between subject design,
including thinking-aloud data. Students of the experimental group (n = 20) were prompted for self-regulation activities that had to be followed while learning basic learning theory. No self-regulation
support was offered in the control group (n = 20). In Experiment 2 (Prompting with Training), the experimental group (n = 20) received a short training, in addition to the prompting: the self-regulated learning activities were explained in detail,
demonstrated and practiced right before the learning session. Again, no self-regulation support was offered in the control
group (n = 20). Analyses of learning processes and learning outcomes confirm partly the positive effects of both measures of self-regulated
learning prompts. The more extended measure (with training) had superior effects on students’ learning transfer performance
and acceptance. Implications for the design of instructional support to improve self-regulated learning with computer-based
learning environments are discussed. 相似文献
17.
Allyson Fiona Hadwin Laura Boutara Trista Knoetzke Shelley Thompson 《Educational Research and Evaluation》2013,19(4-6):365-417
This exploratory cross-case study: (a) examined self-regulated learning (SRL) during 3 studying episodes, and (b) explored ways 8 students of varying proficiencies productively self-regulated their learning. Profiles of SRL were constructed by examining traces of studying activity, test performance, and student reflections. Profiles were used to: (a) identify individual strengths and weaknesses, (b) compare pairs of High, Low, Average, and Improving students, and (c) construct a model of SRL proficiency. SRL proficiency (skill, will, and adaptation) was not consistent with performance. This study illustrates the importance of collecting multiple measures of SRL as a series of events over time. 相似文献
18.
In this study we compare university teachers’ and first-year students’ conceptions of teaching and learning at the Faculty
of Environmental and Biological Sciences. The conceptions were analysed using data from open-ended questionnaires. The results
showed that at the beginning of studies the gap between teachers’ and students’ conceptions of teaching and learning is substantial.
This finding has important implications for the educational process. In order to enhance successful studying from the beginning
of students’ university careers, it is important for teachers to become aware of the differences between students’ and teachers’
conceptions of learning. 相似文献
19.
Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献
20.
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects. 相似文献