Writing learning journals: Instructional support to overcome learning-strategy deficits |
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| Authors: | Sandra Hübner Matthias Nückles Alexander Renkl |
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| Institution: | 1. Department of Psychology, University of Freiburg, Engelbergerstr. 41, D-79085 Freiburg, Germany;2. Georg-Elias-Müller-Institute for Psychology, Educational Psychology, Georg-August-University Göttingen, Waldweg 26, D-37073 Göttingen, Germany;1. Leibniz-Institut für Wissensmedien, Tübingen, Germany;2. University of Tübingen, Germany;3. University of Freiburg, Germany;1. Institute of Psychology, Erasmus University Rotterdam, P.O. Box 1738, 3000 DR Rotterdam, The Netherlands;2. Department of Educational Development and Research, Maastricht University, The Netherlands;3. Interdisciplinary Educational Research Institute, University of Wollongong, Australia;1. Center for Learning Sciences and Technologies, Open University of the Netherlands, Heerlen, The Netherlands;2. Institute of Psychology, Erasmus University Rotterdam, The Netherlands;3. Faculty of Law, Tilburg University, Tilburg, The Netherlands;1. Leibniz-Institut für Wissensmedien, Tübingen, Germany;2. University of Tuebingen, Germany;1. University of Wuerzburg, Instructional Media, Germany;2. Technical University of Munich, Teaching and Learning with Digital Media, Germany |
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| Abstract: | Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2 × 2 experimental design with high-school students (N = 70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along with prompts. Informed prompting that provided background information on the prompted strategies enhanced learning in the training and transfer session. A learning-journal example that modelled the application of the strategies primarily fostered the strategy used in the training session and learning in the transfer session. Theoretically, the results provide support for the self-regulation view of writing-to-learn. |
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