Promoting self-regulated learning through portfolio assessment: testimony and recommendations

Portfolio assessment (PA) has been extensively adopted for writing development in the past three decades. Much research on PA primarily investigates students’ and teachers’ perceptions of its benefits, and how it influences students’ motivation and general writing abilities. Despite its purported effectiveness, not much has been done to understand the relationship between PA and self-regulated learning (SRL) especially in English as a Foreign Language (EFL) or English as a Second Language (ESL) writing research. This paper contends that PA can productively foster SRL in EFL writing classrooms, and, more specifically, it develops a conceptual model of SRL within the context of writing portfolios and iterative feedback processes. Supporting evidence emphasising how PA can facilitate SRL is discussed and evaluated. The paper ends with six recommendations and implications proposing how SRL can be promulgated in EFL portfolio-based contexts. Finally, possible future research is suggested.     

Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning

This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning enviornment. In experiment 1 30 students collected notes from a website using an online conventional, outline, or matrix note taking tool. In experiment 2 119 students collected notes from a larger, more ecologically valid set of learning materials using the conventional, outline, or the matrix tool. One half of the students also received prompts designed to encourage self-monitoring. Results of both experiments indicated that the matrix note taking device was a superior tool for collecting information and for achievement. Results of experiment 2 indicated that self-monitoring prompts have a significant positive impact on notes taken and achievement as well. Results are discussed relative to self-regulated learning and perceptual enhancement theories.     

Cultivating student skills in self-regulated learning through evaluation of task complexity

In order to self-regulate, students need to honestly reflect on their learning and to take appropriate corrective action. A simple procedure to cultivate student skills in self-regulated learning, known as the Task Evaluation and Reflection Instrument for Student Self-Assessment (TERISSA) is discussed in this paper. TERISSA guides students through two evaluations of the complexity of a task: the first is undertaken just before solving the task and the second straight after completing the task. This study involved 63 undergraduate students and observed a statistically significant difference (p = 0.007) in performance between the students who did (6.1/10) and did not (4.1/10) use TERISSA during tutorials leading up to an assessment task.     

Promoting complex systems learning through the use of conceptual representations in hypermedia

Studying complex systems is increasingly important in many science domains. Many features of complex systems make it difficult for students to develop deep understanding. Our previous research indicated that a function‐centered conceptual representation is part of the disciplinary toolbox of biologists, suggesting that it is an appropriate representation to help students develop deep understanding. This article reports on the results of two experiments that investigate how hypermedia using a conceptual representation influences pre‐service teachers' and middle school students' learning of a complex biological system, the human respiratory system. We designed two versions of instructional hypermedia based on the structure–behavior‐function conceptual representation. One hypermedia was function‐centered which emphasized the function and behavior of the system, whereas the other was focused on the structure of the system. We contrasted the instructional effectiveness of these two alternative conceptual representations. The results of both studies indicated that participants using the function‐centered hypermedia developed deeper understanding than those using the structure‐centered version. This proof‐of‐concept study suggests that the function‐centered conceptual representation is a powerful way to promote complex systems understanding. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1023–1040, 2009     

Enhancing self-regulated learning by writing learning protocols

Learning protocols are a self-guided way of writing that allows for elaboration and reflection on learning content. In an experimental study (N = 103), we supported protocol writing with prompts to elicit important strategies as postulated by a cyclical model of self-regulated learning. Students received either (a) no prompts, (b) cognitive prompts, (c) metacognitive prompts, (d) mixed prompts without, or (e) including prompts for planning of remedial strategies. Prompting all essential sub-processes of self-regulated learning (group e) fostered students' comprehension best. Thus, with appropriate support, writing can serve as a beneficial medium helping students to self-regulate their understanding of subject matter.     

The development of self-regulated learning

The purpose of this study is to examine the tendency for the development of self-regulated learning according to grade level. As a means to this end, competing causal models for each grade were set up, and through validity tests for the causal models the most fitting self-regulated learning model for South Korea students could be arrived at. Based on the conceptual model of self-regulated learning proposed by Pintrich (1989), Pintrich and De Groot (1990), and Zimmerman (1989, 1990), which focus on the relationship between motivation and cognition, three causal models were set up. According to the results of a structural analysis for 1,865 elementary, middle and high school students, model П which structures intrinsic value as an exogenous variable, was determined the best-fitting model. In addition, the 30% variance in the 5th grade elementary school students and 32% and 18% variance in middle school and high school students respectively are explained by the test model.     

Verbalization and children's self-regulated learning

This article discusses the idea that overt verbalization helps to develop children's self-regulated learning of cognitive skills. Verbalization can enhance children's attention to task-relevant features. As a type of rehearsal, verbalization may improve coding, storage, and retention of material, and thereby facilitate subsequent retrieval and use. Verbalization can help children maintain a positive task outlook and cope with difficulties. Because verbalization makes salient a systematic approach for improving learning and children's ability to apply it, verbalization also can raise self-efficacy (perceived capabilities). Research is summarized that assesses the effects on children's learning due to verbalizing information to be remembered, modeled actions, and strategies. Future research needs to explore maintenance and generalization of systematic approaches to learning, verbalization of task-specific and general statements, and uses of verbalization in classrooms.     

Inherent details in self-regulated learning

Self-regulated learning (SRL) has become a pivotal construct in contemporary accounts of effective academic learning. I examine several areas of theory and empirical research, which are not prominently cited in educational psychology's research into SRL, that reveal new details of what SRL is and how students develop productive SRL. I interpret findings from these investigations to suggest that nondeliberative, knowledge-based elements are inherent in the processes of SRL, and in learning more generally. Several topics for future research are sketched based on an assumption that learning effectively by oneself will remain a goal of education and can be an especially revealing context in which to research SRL.     

Knowledge constructing through hypermedia authoring

According to prominent learning theorists, learning is much more than gathering information in a well-designed, teacher-centered environment; learning is promoted when students pursue individual interests, when they build on prior knowledge, and when they engage in hands-on and authentic activity. Although a great deal of literature exists describing ideals such as these, research examining the implementation of these ideals in classrooms is scarce, and using technology for more than information giving is even scarcer. The purpose of this study was to examine a graduate course at a large, Midwestern university to discern how educational theory translates into classroom practice. In the course, students learned about educational theory by designing and creating a hypermedia chapter for a World Wide Web-based book. Qualitative data were collected across a 16-week semester and revealed both student and teacher perspectives regarding the course, including the strengths and limitations of a student-as-multimedia-author approach. The findings indicated that most all students were highly satisfied with the course, that some transferred learning, and that students developed skills and knowledge with instructional design, educational theory, and technology.     

基于网络的化学自主学习研究

文章在调查研究和实验干预的基础上 ,通过对计算机网络支撑条件下学生化学自主学习能力的个案研究 ,认为网络有助于学生的化学自主学习能力的培养和学业成绩的提高。     

Examining trace data to explore self-regulated learning

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.     

Coping with school failure and self-regulated learning

The aim of the study was to explore whether students can be classified in groups according to their coping strategies in dealing with school failure and to assess relationships between coping strategies and various components of self regulated learning. The sample consisted of 470 high school students (15 to 18 years old). The students responded to two self-report questionnaires: The School Failure Coping Scale and The Components of Self-Regulated Learning.     

A domain-specific account of self-regulated learning: the cognitive and metacognitive activities involved in learning through historical inquiry

Educational researchers have recently begun to conceptualize theoretical constructs and mechanisms of metacognitive activities in terms of the features that are specific to particular academic domains and subject matter. In this paper, we propose a framework of domain-specific metacognition in relation to learning through historical inquiry. The framework postulates that students’ comprehension of historical events is mediated by a state of coherence in understanding the causes that explain why an event occurred. Comprehension breaks down when the causes that explain the occurrence of historical events are unknown, uncertain, or unreported. In order to reinstate coherence in understanding, students engage in cognitive and metacognitive activities in accordance with disciplinary-based practices. Drawing on the existing empirical evidence, we discuss how the study of self-regulatory processes contributes to our understanding of the challenges faced by students while learning about complex historical topics as well as the skills that are required to gain knowledge while investigating the past.     

Exploring autonomous learning capacity from a self-regulated learning perspective using learning analytics

Practising self-regulated learning (SRL) has been proposed to develop learning autonomy. However, there is lack of empirical evidence on how SRL strategies affect autonomous learning capacity. This study attempts to bridge that gap by utilizing the learners’ trace data for measuring the learners’ autonomous interactions, and investigates the effects of four SRL strategies on learners’ autonomous choices. The goal is to explain how the employed SRL strategies impact autonomous control (in terms of frequencies of self-enforced decisions, as well as time-spent on decision making). The results from an exploratory study with undergraduate learners (N = 113) shown that goal-setting and time-management have strong positive effects on autonomous control, effort-regulation moderately positively affects learners’ autonomy, while help-seeking has a strong negative effect. These findings provide empirical evidence and contribute to clarifying the role of each one of the SRL strategies in the development of autonomous learning capacity, from a learning analytics perspective. Limitations and potential implications for research and practice are also discussed.     

Epistemological beliefs and self-regulated learning with hypertext

This study investigated the relationship between epistemological beliefs, prior domain knowledge and self-regulated learning. Biology students (n?=?25) and humanities students (n?=?26) who varied in their epistemological beliefs learned with a hierarchical hypertext about the topic of genetic fingerprinting. During their learning processes, logfiles and questionnaire data were collected. Results indicate that students do metacognitively calibrate their learning process to the complexity of the presented learning material, e.g. by processing more complex deeper-level nodes longer. Furthermore, these calibration processes were significantly related to epistemological beliefs. For example, more ‘sophisticated’ epistemological beliefs were associated with processing more nodes, whereas more ‘naïve’ beliefs were related to spending more time on single nodes. Both effects were especially pronounced on deeper hierarchical hypertext levels. Prior domain knowledge also had an impact, especially on comprehensibility ratings: biology students considered all nodes more comprehensible than humanities students. Additionally, epistemological beliefs as well as prior domain knowledge were also significantly associated with the learning outcome: for example, more prior domain knowledge led to significantly higher learning outcome.     

Extending the testing effect to self-regulated learning

In addition to serving summative assessment purposes, testing has turned out to be a powerful learning tool. However, while the beneficial effect of testing on learning performances has been confirmed in a large body of literature, the question of exactly how testing influences cognitive and metacognitive processes remains unclear. We therefore set out to investigate the effect of testing on self-regulated learning (SRL) processes. We hypothesized that by recalibrating metacognitive monitoring, regular practice testing can trigger efficient SRL processes and, in turn, foster learning. To test this hypothesis, we exposed first-year undergraduates to a complex neurology module. Participants were randomly assigned to either the practice testing group or a control group. The testing group underwent multiple practice tests during the neurology module, whereas the control group only underwent the multiple practice tests after the course. To assess the impact of practice testing on SRL processes, we combined a think aloud protocol with a metacognitive monitoring self-report measure. Results showed that, compared with controls, participants in the practice testing group were significantly less overconfident in their ability to recall recently learned information and performed better on a posttest questionnaire. Furthermore, mediation analyses confirmed that enhanced learning performance was explained by the use of efficient SRL processes. Therefore, these results allow us to extend the testing effect to SRL, and empirically underscore the central role of monitoring in SRL. Contributions to the fields of practice testing and SRL are discussed.     

Supporting learning with interactive multimedia through active integration of representations

When learners explore dynamic and interactive visualisations they are often not able to interact with them in a systematic and goal-oriented way. Frequently, even supporting learners in processes of discovery learning does not lead to better learning outcomes. This can be due to missing pre-requisite knowledge such as the coherent mental integration of the pictorial and symbolic sources of information. In order to support learners in this process, we encouraged them to interactively and externally relate different static sources of information to each other before exploring dynamic and interactive visualisations. We evaluated the benefit of this instructional support in two experimental studies concerning the domains of statistics and mechanics. It revealed that the active integration of static representations before processing dynamic visualisations resulted in better performance and can provide a basis for a more systematic and goal-oriented experimentation behaviour during simulation-based discovery learning.in final form: 16 November 2004     

Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations

Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the different representations. Thus, it is necessary to support the learners’ self-explanation activity, which concerns the integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided. We call this the assisting self-explanation prompt effect which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding.