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1.
Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning 总被引:4,自引:3,他引:1
Sofie M. M. Loyens Joshua Magda Remy M. J. P. Rikers 《Educational Psychology Review》2008,20(4):411-427
This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates
to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between
SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving
students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does
not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are
developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity
of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners. 相似文献
2.
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
3.
This study draws on recent research on the central role of representation in learning. While there has been considerable research
on students’ understanding of evaporation, the representational issues entailed in this understanding have not been investigated
in depth. The study explored students’ engagement with evaporation phenomena through various representational modes. The study
indicates how a focus on representation can provide fresh insights into the conceptual task involved in learning science through
an investigation of students’ responses to a structured classroom sequence and subsequent interviews over a year. A case study
of one child’s learning demonstrates the way conceptual advances are integrally connected with the development of representational
modes. The findings suggest that teacher-mediated negotiation of representational issues as students construct different modal
accounts can support enriched learning by enabling both (a) richer conceptual understanding by students, and (b) enhanced
teacher insights into students’ thinking. 相似文献
4.
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
5.
Susan Bobbitt Nolen 《Educational Psychology Review》2006,18(3):229-232
Perry and Winne (2006) describe their computer program, ‘gStudy’, and argue that it facilitates valid measurement of self-regulated learning (SRL) over time. This commentary addresses the assumptions underlying this argument and raises additional validity questions regarding the use of this tool. These include issues related to the development of SRL in young children, the difficulty in embedding assessments in a learning tool, and the extent to which the log analyzer can separate SRL sequences from other behavior. Finally, the extent to which behavior ‘inside’ gStudy reflects SRL in other contexts is discussed. 相似文献
6.
In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the
individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural
perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and
interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning
making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact
while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning
making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments,
and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics
concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
Anniken FurbergEmail: |
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
7.
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
8.
In this study we examined the effectiveness of self-regulated learning (SRL) and externally regulated learning (ERL) on college
students’ learning about a science topic with hypermedia during a 40-min session. A total of 82 college students with little
knowledge of the topic were randomly assigned either to the SRL or ERL condition. Students in the SRL condition regulated
their own learning, while students in the ERL condition had access to a human tutor who facilitated their self-regulated learning.
We converged product (pretest–posttest declarative knowledge and qualitative shifts in participants’ mental models) with process
(think-aloud) data to examine the effectiveness of SRL versus ERL. Analysis of the declarative knowledge measures showed that
the ERL condition group mean was statistically significantly higher than the group mean for the SRL condition on the labeling
and flow diagram tasks. There were no statistically significant differences between groups on the matching task, but both
groups showed statistically significant increases in performance. Further analyses showed that the odds of being in a higher
mental model posttest group were decreased by 65% for the SRL group as compared to the ERL group. In terms of SRL behavior,
participants in the SRL condition engaged in more use of selecting new information sources, re-reading, summarizing, free
searching, and enacting control over the context of their learning. In comparison, the ERL participants engaged in more activation
of prior knowledge, utilization of feeling of knowing and judgment of learning, monitoring their progress toward goals, drawing,
hypothesizing, coordination of information sources, and expressing task difficulty.
An earlier version of this paper was presented at the international conference of Artificial Intelligence in Education (AI-Ed
2007), Los Angeles, LA (July, 2007). 相似文献
9.
The present study synthesizes research evidence on self-regulated learning (SRL) and academic achievement in online and blended learning environments from intervention and cross-sectional studies. We examined 163 studies conducted in various countries and different learning contexts in terms of study characteristics, methodology, and SRL features. The current study found that SRL in the online and blended learning contexts has been an important topic and has received increased attention. The results revealed the importance of SRL for improving students' academic performance in the STEM field. It also demonstrated that the majority of the studies adopted multiple SRL strategies throughout mixed phases. This study confirmed the effectiveness of SRL on academic achievement in online or blended learning. However, the present study also identified that research on children's and adolescents' SRL strategies in online learning contexts is urgently needed and most of the available research did not focus on the preparatory and planning phases of SRL which are extremely important. 相似文献
10.
A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning 总被引:1,自引:0,他引:1
Erdal Senocak Yavuz Taskesenligil Mustafa Sozbilir 《Research in Science Education》2007,37(3):279-290
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum
with those in a conventional primary science teacher preparation program with regard to success in learning about gases and
developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who
were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention
group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods
were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and
scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s
performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical
Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent
sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically
significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their
attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed
learning, cooperative learning and critical thinking. 相似文献
11.
Anne Haarala-Muhonen Mirja Ruohoniemi Nina Katajavuori Sari Lindblom-Yl?nne 《Learning Environments Research》2011,14(2):155-169
The present study explored differences in students’ perceptions of their teaching–learning environments in three professional
academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire.
A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary Medicine participated in the study.
When six scales measuring students’ perceptions of their teaching–learning environments were devised, veterinary and pharmacy
students experienced their teaching–learning environment more positively than law students. Significant differences in students’
perceptions were found between disciplines on the four scales of Alignment, Staff Enthusiasm and Support, Constructive Feedback
and Support from Other Students. Comparisons between the disciplines helped in recognising special features of each discipline
from novice students’ points of view. The questionnaire was found to provide valuable information about the quality of teaching
and learning. 相似文献
12.
David Gijbels Gerard van de Watering Filip Dochy Piet van den Bossche 《Instructional Science》2006,34(3):213-226
Research into students’ perceptions of their learning environments reveals the impact of these perceptions on the way students
cope with these learning environments. Consequently, students’ perceptions affect the results of their learning. This study
aims to investigate whether students in a new learning environment (NLE) perceive it to be more constructivist when compared
with the perceptions students have of a conventional lecture-based environment. Using a questionnaire consisting of seven
key factors of constructivist learning environments, the results show that students in the NLE perceive it to be more constructivist
when compared to the perceptions of students in a conventional lecture-based environment. The difference was statistically
significant for four of the seven factors. According to the effect size, as measured by the d-index, the difference in perception between the two groups was greatest for the factor ‘conceptual conflicts and dilemmas’.
in final form: 31 May 2005 相似文献
13.
Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from
which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a
mismatch may emerge between students’ conceptions of effective learning and expectations inherent to the new learning environments.
The present study addressed this issue by examining 128 preclinical students’ predispositions towards two key elements in
problem-based and case-based learning, namely self-directed and social forms of learning. A mixed method approach revealed
converging evidence of students’ overwhelming preference for external, teacher regulation and individual forms of learning.
External regulation was consciously invoked as a coping strategy in managing large amounts of complex information. Constructivist
conceptions of learning were positively related to an appreciation of the cognitive benefits of social forms of learning,
a relationship that has attracted little attention in the higher education literature. These findings stress the importance
of guiding students’ transition towards learning autonomy required for social forms of learning and continuous lifelong learning
after graduation. 相似文献
14.
Rashné R. Jehangir 《Innovative Higher Education》2009,34(1):33-49
Research has shown that first-generation, low-income college students experience both isolation and marginalization, especially
during their first-year of college, which impacts their long-term persistence in higher education. In this article, I argue
that learning community pedagogy designed with attention to multicultural curricula is one vehicle to address the challenges
faced by these college students. Organized around the themes of identity, community, and agency, an interdisciplinary Multicultural
Learning Voices Community (MLVC) was created at a large, public midwestern research university to provide TRiO students with
challenging academic coursework that would connect with their lived experience and help them build bridges of social and academic
integration during their critical first-year of college. This article presents qualitative data from a multiple case study
of seven cohorts of the MLVC, which captures students’ perceptions of their experience.
Rashné R. Jehangir is Assistant Professor in the Department of Post Secondary Teaching and Learning in Education the University of Minnesota.
She received her Ph.D. in Educational Policy and Administration and M.A. in Counseling and Student Personnel Psychology from
the University of Minnesota. Her research interests include student development; access; persistence of low-income, first-generation
students; and the transformation of teaching and learning to address intellectual, social, emotional and student development.
She can be reached at jehan001@umn.edu. 相似文献
15.
Gary R. Pike 《Research in higher education》2006,47(5):591-612
Holland’s theory of vocational preferences provides a powerful framework for studying students’ college experiences. A basic proposition of Holland’s theory is that individuals actively seek out and select environments that are congruent with their personality types. Although studies consistently support the self-selection proposition, they have not examined the processes underlying students’ selections. It seems reasonable to presume that many students select academic majors because they believe or expect that the academic environments will be congruent with their personalities. Using data from 631 entering students, this research examined the possibility that self-selection is related to students’ college expectations. Results provided support for the role of expectations in the selection of academic majors. 相似文献
16.
Peggy P. Chen Sarah M. Bonner 《Assessment in Education: Principles, Policy & Practice》2020,27(4):373-393
ABSTRACT We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence. 相似文献
17.
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups 总被引:1,自引:0,他引:1
Marieke Meeuwisse Sabine E. Severiens Marise Ph. Born 《Research in higher education》2010,51(6):528-545
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning
environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was
tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students
from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model.
The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship
with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute
to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led
to a sense of belonging. In these students, the sense of belonging did further academic progress. 相似文献
18.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引:1,自引:0,他引:1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
19.
Tom Lowrie 《Learning Environments Research》2007,10(1):35-51
This investigation explored the role of the home supervisor (usually a parent) in creating meaningful learning environments
for young students’ numeracy development. The case study data (from four home sites in remote areas of Australia) illuminated
the role that the supervisor plays in developing student’s numeracy in distance-education learning contexts. The case studies
highlighted various pedagogical practices across these rich and diverse educational settings. The quality of the teaching
and the influence of the distance education materials on the student’s numeracy outcomes were attributed to the resources
that were supplied to the home site, the supervisory engagement, and the extent to which learning partnerships were fostered
among classroom teachers, parents and other members of the extended community. 相似文献
20.
Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
相似文献
Chit-Kwong KongEmail: |