Examining trace data to explore self-regulated learning |
| |
| Authors: | Allyson F Hadwin John C Nesbit Dianne Jamieson-Noel Jillianne Code Philip H Winne |
| |
| Institution: | (1) Faculty of Education, University of Victoria, Victoria, British Columbia, V8S 1P3, Canada;(2) Simon Fraser University, Vancouver, British Columbia, Canada |
| |
| Abstract: | This exploratory case study examined in depth the studying activities of eight students across two studying episodes, and
compared traces of actual studying activities to self-reports of self-regulated learning. Students participated in a 2-hour
activity using our gStudy software to complete a course assignment. We used log file data to construct profiles of self-regulated
learning activity in four ways: (a) frequency of studying events, (b) patterns of studying activity, (c) timing and sequencing
of events, and (d) content analyses of students’ notes and summaries. Findings indicate that students’ self-reports may not
calibrate to actual studying activity. Analyses of log file traces of studying activities provide important information for
defining strategies and sequences of fine-grained studying actions. We contrast these analytic methods and illustrate how
trace-based profiles of students’ self-regulated studying inform models of metacognitive monitoring, evaluation, and self-regulated
adaptation. |
| |
| Keywords: | Trace data Self-regulated learning Instruments |
| 本文献已被 SpringerLink 等数据库收录！ |
|
