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1.
We systematically searched five databases to assess the potential of concept mapping-based technologies to promote self-regulated learning in science education. Our search uncovered 17 relevant studies that investigated seven different types of learning technologies. We performed a narrative analysis assessing how each technology affects self-regulated learning through cognitive, metacognitive, and motivation strategies, according to Schraw et al. (2006)'s model. We suggest concept mapping technologies may affect self-regulated learning through enhancing these strategies to varying degrees. Computer software was particularly useful for developing cognitive strategies through ease of use. Teaching agents were particularly useful for developing metacognitive strategies by coupling visualisation of knowledge patterns with performance monitoring, aided by a teaching metaphor. Finally, mobile devices and teaching agents were most effective in enhancing motivation. Effects on knowledge gains remain unclear due to small sample sizes. 相似文献
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It is well-established in memory research that retrieval fosters learning. When applying this effect in education, it is an important question which type of retrieval task works best. Several studies have shown that learning is enhanced by linking new information with prior knowledge. A potential approach to making retrieval more effective, therefore, is to enrich retrieval instructions with the requirement to elaborate on the learning contents and link them to what is already known. In this study, we compared a free recall condition, as used in many studies on learning by retrieval, with a prompted recall condition in which learners were required to recall the information and apply it to their lives. Fifty-six undergraduate students were randomly assigned to one of these two conditions. They learned from a video-recorded lecture. One week later, learning outcomes were assessed by a posttest measuring fact recall and comprehension of the contents from the video lecture. Learners in the prompted recall group, compared to the free recall group, used more elaborative strategies in response to the recall task and achieved better comprehension scores. The effect on comprehension was mediated by the use of elaborative strategies. This pattern of results supports the constructive retrieval hypothesis, stating that retrieval is most effective when it involves constructive elaboration of the contents being learned. Our findings also encourage the use of pedagogical tasks in classroom teaching that combine elaboration and retrieval. 相似文献
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浙江省2019年初中教育质量监测数据的再挖掘,揭示了初中学生学习品质的发展水平、结构特征及影响机制。结果显示,学生学习动力、一般领域学习策略以及数学问题解决策略和科学探究策略中等偏上,自主学习习惯及语文阅读策略相对薄弱。学习品质与学业成绩存在显著性相关,学习动力对学业成绩的影响最大,其次是特定学科的学习策略,再次是自主学习习惯。教师教学和家庭教育等因素能通过学生个性品质对其学习品质产生影响,也能通过对学生一般领域学习品质和特定学科学习策略的影响来影响学业成绩,这与2018年浙江省小学生学习品质评价结果一致。 相似文献
4.
New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data 总被引：1，自引：0，他引：1
The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of Zimmerman’s (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning. 相似文献
5.
Broadbent Jaclyn Panadero Ernesto Fuller-Tyszkiewicz Matthew 《Educational technology research and development : ETR & D》2020,68(5):2351-2372
Self-regulated learning (SRL) is associated with increased academic achievement and improved learning outcomes for students. Thus, it is import to find ways to improve SRL, such as through training. Face-to-face training, discipline-dependent training, and paper-and-pencil diaries are limited in the number of students they can reach. The current randomised control study implemented discipline-independent online training and novel mobile-app based diaries and tested SRL motivation and perceived strategy use in 73 University students from mixed disciplines and study mode. Results showed that participants in the combined condition (training with diaries) improved more than other conditions. Specifically, they improved on SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation and critical thinking), and resources management strategies (time-management and effort regulation). The present study extends previous findings, showing that positive effects can be found for SRL when a discipline-independent approach is used coupled with online training and a mobile-app based daily diary.
相似文献6.
唐旭日 《湖南科技学院学报》2007,28(9):169-170,192
在总结计算机辅助学习环境中词汇学习的特点的基础上，系统地分析了机助词汇学习环境中学习者在学习策略的选择、学习策略的使用、和学习策略使用效果等方面的特征，从而进一步论证了学习策略与学习环境之间存在紧密地联系。 相似文献
7.
AbstractThis study examined learning strategy use in mathematics among East Asian students in East Asian educational systems. By employing latent class analysis on the Programme for International Student Assessment (PISA) 2012 data, we found four classes of learning strategy types, namely memorization with metacognitive strategies (17.49%), metacognitive strategies with memorization (50.70%), elaboration only (10.33%), and metacognitive strategies with elaboration (16.47%). The results showed that the majority of the students in all seven East Asian educational systems belonged to the ‘metacognitive strategies with memorization’ class, and most students adopted more than one type of learning strategy when learning mathematics. Additionally, students who reported the use of metacognitive strategies along with either memorization or elaboration showed higher mathematics achievement. We conclude that the cognitive processes employed by students of East Asian backgrounds are more complex and nuanced than the previous perception that they relied heavily on memorization. 相似文献
8.
One of the hallmarks of adolescent and adult development of expert performance is its self regulation. This paper reviews different approaches to assessing the use of self-regulated learning (SRL) strategies in high-school and college students and their ability to predict academic performance. The current study assesses the use of SRL strategies with interviews and diaries and their relation to grade point average (GPA) in sixty upper-level college students majoring in science. Their diaries revealed that students with high, average, and low GPAs (assessed before the start of the semester) differed in overall use of SRL strategies and in the use of particular strategies during specific weeks. Methods of assessing and understanding differences in adult self-regulation and subsequent academic performance are evaluated and discussed. 相似文献
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There have been considerable efforts to describe, examine, and foster the strategies students use while learning. Defined as thoughts, behaviors, beliefs, or emotions that facilitate knowledge acquisition, learning strategies play an essential role in students’ achievement. This study reports on a random-effects meta-analysis of 158 studies (2,897 effect sizes; N = 71,852 students) on relationships between learning and study strategies, as measured by ten subscales of an established and prevalent instrument, the Learning and Study Strategies Inventory (LASSI; Weinstein et al., 1987, 2004, 2016), and academic outcomes measured as GPA/grades, test scores, and persistence. Results indicated that motivation strategies had the highest positive correlations with GPA and persistence outcomes. For test scores, test taking strategies, anxiety, and selecting main ideas were the strongest positive correlates. Associations between LASSI subscales and outcomes were moderated by age, indicating lower correlations among students in postsecondary contexts compared to K-12 settings. Implications for research and practice regarding the role of strategic learning are discussed. 相似文献
11.
碎片化学习视域下基于智能手机的大学生移动学习认知研究 总被引：1，自引：0，他引：1
远程教育中采用移动学习方式是顺势而为,基于智能手机的移动学习有助于学习者将一点一滴的碎片化时间利用起来,极大地提高学习者的学习效率,促进学习者对知识的主动建构,成为传统课堂教学的有效补充和优化,同时将手机作为直播机,亦可解决远程学习者无法亲临现场学习难题。本文以大学生为研究主体,运用编制的测量工具获取在校大学生利用智能手机进行移动学习数据,然后综合采用曼一惠特尼U检验、克鲁斯卡尔一沃利斯检验、单一样本t检验等方法,认知大学生对使用智能手机支持学习过程的观点、态度及其影响因素并提出有效解决策略,以期研究成果不仅能够有助于大学生有效开展移动学习而且还可为远程教育采用移动学习方式提供可行参考依据。 相似文献
12.
混合式学习综合利用线上和线下两种学习模式,让学生经历与传统教学截然不同的学习体验。该文在建构主义理论的指导下,构建了“云班课”混合式学习模式,并将该模式运用于英语语言学课程教学。结果表明,混合式学习相较于传统教学模式学习成效更高;学习经验值与期末考核成绩具有显著的高度正相关关系。由于学习经验值源于学习活动的参与,为了改善混合式学习成效,该文提出教师应围绕教学资源、学习活动、学习监控、形成性评价等方面改善教学策略;学生应在学习行为、学习方式、学习动机、学习反思等方面改善学习策略。 相似文献
13.
Bruno Leutwyler 《Metacognition and Learning》2009,4(2):111-123
The main objective of this study is to identify the development of students’ self-reported use of metacognitive learning strategies
during high school. Therefore, the study analyses the differential development patterns of 1,432 students, between grade 10
and 12, in a longitudinal sample. The results suggest that, from a global perspective, there is no development of students’
self-reported use of metacognitive learning strategies during high school. The expected gender-specific differences in favour
of female students are replicated in this sample. However, the self-reported use of monitoring and evaluation strategies tends
to converge between genders during high school, whereas the differences in the self-reported use of planning strategies remain
stable. The consequences for the understanding of metacognitive development are discussed. 相似文献
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随着移动互联网等新技术的快速发展,移动学习成为网络学习空间的主要学习方式之一,然而移动学习效果的提升面临着复杂移动情境下空间化学习的自适应挑战。文章以云计算支持下的网络学习空间(即学习云空间)为背景,分析了移动学习的自适应因素,提出了一个基于情境感知的移动学习自适应模型,并探讨了移动学习的自适应实现机制及其应用策略。研究依托iStudy的移动学习自适应系统进行应用实践和实证分析,结果表明:该系统更有利于提高场独立型与场依存型两种风格学生的自我效能感,以及场依存型学生的学习成绩;不同知识类型学习中均使用该系统,其学习成绩没有差异;两种风格学生均认为该系统更加便捷适用,场依存型学生认为该系统更有利于促进学习。研究为促进移动学习的自适应和个性化理论与实践探索提供了有力支撑。 相似文献
15.
Norris A. Armstrong Carolyn S. Wallace Shu-Mei Chang 《Research in Science Education》2008,38(4):483-499
This study used both quantitative and qualitative analyses to examine the influence of written arguments on learning in a
college level introductory biology class and the types of metacognition employed by students while writing. Comparison of
a treatment and control group indicates that the writing assignments used had minimal impact on overall content learning as
measured by conventional exams. Subsequent interviews and think-aloud protocols with a subset of students indicated that writing
arguments had the potential to foster learning through forward and backward search strategies. However, few of the students
took advantage of this opportunity to use metacognitive skills. This study suggests that preparing written arguments is not
sufficient, by itself, to have a reliable effect on student learning and is consistent with the view that students must be
explicitly taught when and how to use different metacognitive strategies. 相似文献
16.
Learning strategies offer a means of addressing individual differences. A programmatic line of inquiry at two universities in the United States has led to an extensive body of research related to learning strategies and to the development of two instruments. This study reports on the development of one of these instruments that can be used to quickly identify learning strategy preferences. Although this instrument, Assessing The Learning Strategies of AdultS (ATLAS), appears very simple and is easy to use, a series of multivariate statistical procedures were used to develop and validate it. These procedures are reported here in detail so that practitioners can be aware of its strong research base and use it with confidence. ATLAS can be used either for self-assessment or by an instructor in order to quickly identify how an individual learner approaches a learning task. 相似文献
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刘翠娜 《乐山师范学院学报》2013,(12):111-115
近年来,我国对数学学习困难儿童的表现、诊断、认知特点等有了较多的研究,这为数学学习困难儿童的干预策略提供了基础。通过对我国数学学习困难儿童的教育干预研究进行综述,发现主要有知觉加工干预策略、工作记忆干预策略、问题表征干预策略和元记忆干预策略,并在借鉴国外数学学习困难研究的基础上,对我国未来数学学习困难的研究提供若干建议。 相似文献
19.
Two studies explored the role of the spontaneous use of spatial note-taking strategies (i.e., creating maps and drawings) and spatial ability in learning from a scientific passage. In Study 1, college students read and took notes by hand on a 10-paragraph scientific passage about the human respiratory system. Students tended to use verbal strategies such as lists (on 48% of the paragraphs), outlines (29%) and running text (15%), but also used spatial strategies such as maps (28%) and drawings (11%). Regression analyses indicated that spatial ability and the use of spatial strategies (maps or drawings) significantly predicted learning outcomes, with spatial strategy use explaining additional variance beyond spatial ability. In Study 2, students read the same scientific passage and took notes either by hand on paper (paper group), by hand on a large whiteboard (whiteboard group), or on a laptop computer (computer group). A similar general pattern as Study 1 was found for the paper group, but this pattern was not found for the computer or whiteboard groups, suggesting that the relationships found in Study 1 might depend on the note-taking medium. Results also indicated that students in the paper and whiteboard groups spontaneously used more spatial strategies, whereas the computer group tended to use verbal strategies (i.e., words only), suggesting that different note-taking contexts encourage different strategies. 相似文献
20.
海内外对语言学习者学习观念的研究综述 总被引：1，自引：0，他引：1
回顾近年来国内外研究人员对语言学习者语言学习观念的主要历程，指出语言学习中，语言学习观念通过影响学习者对学习策略的选择和使用．来最终影响语言学习的结果。对这一方面的研究，有着深刻的时代背景和现实需要。不同的研究人员从各自不同的角度研究了学习观念，发现了学习观念的特点，学习者学习观念的组成，以及和其他因素诸如学习策略、学习结果、同教师观念等的关系。 相似文献