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Self-regulated Learning (self-regulated + learning)
Selected AbstractsSelf-Regulated Learning in Technology-Enhanced Learning Environments: lessons of a European peer reviewEUROPEAN JOURNAL OF EDUCATION, Issue 3-4 2006KARL STEFFENS This article first describes the state-of-the-art of model building and empirical research in the field of self-regulated learning (SRL) and then focuses on self-regulated learning in Technology-Enhanced Learning Environments (TELEs). We present recent research results obtained in a European project (TELEPEERS) in the context of which we evaluated TELEs in a peer review manner with respect to their potential for supporting self-regulated learning. In addition, data were obtained on a sample of TELEPEERS students working in these environments and comparative analyses were made across the European project partners. [source] Self-Regulated Learning in a TELE at the Université de Technologie de Compiègne: an analysis from multiple perspectivesEUROPEAN JOURNAL OF EDUCATION, Issue 3-4 2006PHILIPPE TRIGANO Self-regulation has become a very important topic in the field of learning and instruction. At the same time, the introduction of new technologies in the field of Information and Communication Technologies (ICT) has made it possible to create rich Technology-Enhanced Learning Environments (TELEs) with multiple affordances for supporting self-regulated learning (SRL). This study was conducted within the framework of the TELEPEERS project where we wanted to identify TELEs that seemed to have a potential for supporting SRL. For the last ten years, our University has been deeply involved in research, innovation, and exploration of digital technologies for training (initial and continuous). Local, regional, national, European and international projects were conceived and developed, so that a very significant knowledge base exists today. Our study focuses on a course called ,Introduction to Algorithms and Programming' (NF01) which our University is offering and on the perception of different stakeholders (experts and students) of its affordances for supporting SRL. [source] Self-Regulated Learning in Technology-Enhanced Learning Environments: lessons of a European peer reviewEUROPEAN JOURNAL OF EDUCATION, Issue 3-4 2006KARL STEFFENS This article first describes the state-of-the-art of model building and empirical research in the field of self-regulated learning (SRL) and then focuses on self-regulated learning in Technology-Enhanced Learning Environments (TELEs). We present recent research results obtained in a European project (TELEPEERS) in the context of which we evaluated TELEs in a peer review manner with respect to their potential for supporting self-regulated learning. In addition, data were obtained on a sample of TELEPEERS students working in these environments and comparative analyses were made across the European project partners. [source] Self-Regulated Learning in a TELE at the Université de Technologie de Compiègne: an analysis from multiple perspectivesEUROPEAN JOURNAL OF EDUCATION, Issue 3-4 2006PHILIPPE TRIGANO Self-regulation has become a very important topic in the field of learning and instruction. At the same time, the introduction of new technologies in the field of Information and Communication Technologies (ICT) has made it possible to create rich Technology-Enhanced Learning Environments (TELEs) with multiple affordances for supporting self-regulated learning (SRL). This study was conducted within the framework of the TELEPEERS project where we wanted to identify TELEs that seemed to have a potential for supporting SRL. For the last ten years, our University has been deeply involved in research, innovation, and exploration of digital technologies for training (initial and continuous). Local, regional, national, European and international projects were conceived and developed, so that a very significant knowledge base exists today. Our study focuses on a course called ,Introduction to Algorithms and Programming' (NF01) which our University is offering and on the perception of different stakeholders (experts and students) of its affordances for supporting SRL. [source] How can self-regulated learning be supported in mathematical E-learning environments?JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2006B. Kramarski Abstract This study compares two E-learning environments: E-learning supported with IMPROVE self-metacognitive questioning (EL+IMP), and E-learning without explicit support of self-regulation (EL). The effects were compared between mathematical problem-solving and self-regulated learning (SRL). Participants were 65 ninth-grade students who studied linear function in Israeli junior high schools. Results showed that EL+IMP students significantly outperformed the EL students in problem-solving procedural and transfer tasks regarding mathematical explanations. We also found that the EL+IMP students outperformed their counterparts in using self-monitoring strategies during problem solving. This study discusses both the practical and theoretical implications of supporting SRL in mathematical E-learning environments. [source] An appraisal of medical students' reflection-in-learningMEDICAL EDUCATION, Issue 3 2000Sobral Introduction How do students reflect as they strive for some control of learning early in their clinical activities? The purpose of this study was to examine the reflection-in-learning profile of medical students as they started their clinical apprenticeship. Methods A measure of reflection-in-learning was used to appraise the level and direction of change of reflection in relation to a course experience. The study involved 103 medical students of both sexes who were beginning clinical activities. Assessments of self-regulation of learning, of the meaningfulness of the learning experience, and of diagnostic thinking were also obtained. Results The results showed that 81% of the students had an increase in scores for reflection-in-learning between the beginning and the end of a course. At the end of the course, the level of reflection-in-learning was significantly associated with self-perceived competence for self-regulated learning and with the meaningfulness of the learning experience. In the following term, students who had high reflection-in-learning scores at the end of the course had higher grade-point averages and greater self-reported diagnostic ability in comparison with those with low scores. Conclusions There was some evidence of an improved quality of reflection as the students strive for some control of learning. Overall, the findings support the idea that a greater effort at reflection is associated with a more positive learning experience. They also suggest that reflection-in-learning is related to readiness for self-regulation of learning and may be conducive to enhanced diagnostic ability. In conclusion, measuring reflection-in-learning may be a useful tool in the appraisal of medical students' learning profiles. [source] Children's self-regulated learning profile in language and mathematics: The role of task value beliefsPSYCHOLOGY IN THE SCHOOLS, Issue 8 2010Panayiota Metallidou This study explored the self-regulated learning (SRL) profile of upper elementary (fifth and sixth grade) school children who were differentiated in their task value beliefs (low and high) in language and mathematics. Students' SRL profile involved their teachers' ratings of achievement outcomes and SRL behaviors. The subscale of task value beliefs from the Motivational Self-Regulated Learning Questionnaire (MSLQ) was administered to the children, and their teachers completed a battery of scales and measurements concerning students' achievement and SRL behaviors. The results confirm previous evidence indicating that SRL involves high levels of motivation, metacognition, and strategic action. Furthermore, the results support the domain-specific character of task value beliefs. Differences in teachers' evaluations about the achievement outcomes and SRL behaviors regarding the two groups of students (low and high in task value beliefs) were found significant mostly in the domain of mathematics. Students with high value beliefs in mathematics were described as more cognitively, metacognitively, and motivationally competent learners as compared to students with lower value beliefs. The results suggest that future intervention studies should focus on strengthening task value beliefs in "threatening" school subjects, such as mathematics, from the elementary school years. © 2010 Wiley Periodicals, Inc. [source] Student conscientiousness, self-regulated learning, and science achievement: An explorative field studyPSYCHOLOGY IN THE SCHOOLS, Issue 5 2009Billie Eilam This explorative field study examined the mediating role of self-regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth-grade students in the context of an inquiry-based ecology project. Data were also collected on personality traits, self-reported study strategies, science project achievement, and grade point average. Findings show significant relationships between conscientiousness, SRL, and achievement. As hypothesized, conscientiousness was shown to significantly impact academic achievement in the inquiry-based course, mediated by enacted SRL. © 2009 Wiley Periodicals, Inc. [source] Age differences in learning from text: Evidence for functionally distinct text processing systemsAPPLIED COGNITIVE PSYCHOLOGY, Issue 4 2009Matthew C. Shake We investigated the influence of sentence elaboration on self-regulated learning in order to examine age differences in resource allocation to the construction of textbase- and discourse-level representations. Older and younger adults learned about a topic by reading a series of sentences varying in elaboration (from simple factoids to highly elaborated text) and manner of presentation (progressive change in elaboration vs. random change in elaboration). Younger readers were more likely to recall information from factoids; older adults, from highly elaborated text. Relative to young, older readers showed an advantage in the progressive presentation condition, which minimised frequent changes between textbase- and discourse-level processing. Older adults showed poorer memory monitoring for factoids and less elaborated discourse relative to young, but when passages were highly elaborated or presented progressively, age differences were eliminated. Results support the idea that textbase- and discourse-level encoding arise from functionally distinct systems whose regulation depends on text properties and reader age. Copyright © 2008 John Wiley & Sons, Ltd. [source] Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and SingaporeAPPLIED PSYCHOLOGY, Issue 3 2010Robert M. Klassen Two studies are reported examining academic procrastination and motivation in 1,145 university students from Canada and Singapore. In Study 1, relationships between procrastination and motivation variables were found to be similar across contexts, with self-efficacy for self-regulated learning most strongly associated with procrastination in both contexts. In Study 2, patterns of procrastinating behavior and the negative impact of procrastination were examined and compared in Canadian and Singaporean undergraduates. Participants in both contexts reported writing to be the academic task most prone to procrastination. More Singaporeans than Canadians were classified as negative procrastinators (i.e. rated procrastination as a negative influence on academic functioning). In both contexts, negative procrastinators spent more time procrastinating than neutral procrastinators and displayed lower self-efficacy for self-regulated learning. On décrit deux recherches portant sur la motivation et la procrastination universitaire (tendance à remettre au lendemain) de 1145 étudiants du Canada et de Singapour. Dans la première étude, les relations entre la motivation et la procrastination sont apparues être analogues dans les deux pays, la variable la plus fortement associéà la procrastination étant l'auto-efficience pour l'apprentissage autorégulé. Dans la deuxième étude, les schémas comportementaux de procrastination et son impact négatif ont été analysés et comparés chez les étudiants de 1° cycle canadiens et singapouriens. Les sujets des deux pays ont mentionné la rédaction comme étant la tâche universitaire la plus soumise à la procrastination. Davantage de Singapouriens que de Canadiens été classés en procrastinateurs négatifs (c'est-à-dire que la procrastination est considérée comme étant un handicap pour les études). Dans les deux cas, les procrastinateurs négatifs gaspillaient plus de temps que les procrastinateurs neutres et manifestaient une moindre auto-efficience pour l'apprentissage autorégulé. [source] Psychological research in educational technology in ChinaBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2010Ru-De Liu Information and communication technology (ICT) has increasingly been bringing about significant changes in education in an ongoing process. The educational reform is not a mere technological issue but rather is based on an empirical grounding in a psychological research approach to learning and instruction. This paper introduces the research work on the application of ICT in education from the psychological perspective in China in the past three decades. The introduction focuses on four important issues with systemic theoretical thinking based on continuous empirical research and innovative practices. The first is dialectic constructivism which has offered some dialectic explanation for knowledge, learning and teaching, and balanced various contradictory aspects of learning and teaching. The second is theoretical thinking and instructional practice about the principles of learning environment design which emphasises learners' higher-order thinking, deep understanding, collaboration and self-regulated learning. The third is a model for the effectiveness and conditions of Computer-Assisted Instruction. The fourth is a framework for the integration of ICT and education and a zigzag training model for teacher training for integration. [source] Does concept-mapping strategy work for everyone?BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2009The levels of generativity, learners' self-regulated learning skills The purpose of this study was to examine the effect of concept-mapping strategies with three different generativity levels (expert-generated concept map, partially learner-generated concept map, fully learner-generated concept map) on knowledge acquisition. Interaction between learners' self-regulated learning (SRL) skills and different levels of generativity was also tested. One hundred twenty-four undergraduate students, randomly assigned to three different concept-mapping groups, were differentiated by high and low levels of SRL skills. The findings suggest that the participants in the fully learner-generated map group significantly outperformed the participants in the expert-generated map group, and participants with high SRL skills significantly outperformed those with low SRL skills across all treatment levels. [source] The effectiveness of multimedia programmes in children's vocabulary learningBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2009Joana Acha The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story, children received verbal annotations (written translation), visual annotations (picture representing the word), or both. Recall of word translations was better for children who only received verbal annotations than for children who received simultaneously visual and verbal annotations or visual annotations only. Results support previous research about cognitive load in e-learning environments, and show that children's learning processes are hindered by limited working memory. This finding implies a challenge for multimedia programmes designed for children and based on self-regulated learning. [source] | |||||||||||||