Enhancing Self-Regulated Learning for Information Problem Solving with Ambient Big Data Gathered by nStudy

2018 ◽  
pp. 145-162 ◽  
Author(s):  
Philip H. Winne
Keyword(s):  
Big Data ◽  
Problem Solving ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Information Problem Solving ◽  
Information Problem

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

scholarly journals Self-Regulated Learning Strategy Based on Problem Solving to Improve The Learners’ Learning Outcomes

2019 ◽  
Vol 9 (1) ◽  
pp. 59-72
Author(s):  
Santi Eka Ambaryani ◽  
◽  
Winarti Winarti ◽  
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Hypothesis Test ◽  
Average Score ◽  
Control Group ◽  
Science Program ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mathematics And Science

Self-regulated learning is an effort to manage an individual’s learning. This research aims to 1) determine the strategy of self-regulated learning (SRL) based on problem-solving toward the learners’ learning outcomes and 2) determine the learning outcome improvement of the learners in learning by using the SRL based-problem solving. This research is quantitative research with quasi-experimental type and pretest-posttest control group design. The sampling technique was purposive sampling. The research population covered all in Senior High School (SMA 5) Yogyakarta. The samples were from the tenth graders of Mathematics and Science Program 3 as the control group and Mathematics and Science Program 1 as the experimental group. The data collection methods consisted of test and non-test. The analysis result were, the hypothesis test showed that the applied strategy influenced the learners’ learning outcomes and the learners’ learning outcomes had improvements with the N-gain average score of 0.590, categorized moderate. Keywords: Problem-Solving, Self-Regulated Learning Strategy, Simple Harmonic Motion

scholarly journals Embedded instruction to learn information problem solving: Effects of a whole task approach

2019 ◽  
Vol 90 ◽  
pp. 117-130 ◽  
Author(s):  
Jimmy Frerejean ◽  
Gerdo J. Velthorst ◽  
Johan L.H. van Strien ◽  
Paul A. Kirschner ◽  
Saskia Brand-Gruwel
Keyword(s):  
Problem Solving ◽  
Embedded Instruction ◽  
Information Problem Solving ◽  
Information Problem

Improving Students’ Computing Skills and Attitudes toward Learning via Web-Mediated Self-Regulated Learning with Feedback in an Online Problem-Solving Environment

2011 ◽  
Vol 3 (2) ◽  
pp. 37-53 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Problem Solving ◽  
Teaching Methods ◽  
Learning Effects ◽  
Innovative Teaching ◽  
Self Regulated Learning ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Problem Solving Environment ◽  
Regulated Learning ◽  
Computing Skills

Online learning is generally a solitary process without teachers’ on-the-spot assistance. To help students achieve sustained learning effects, the authors conducted a quasi-experiment to explore the effects of web-mediated self-regulated learning (SRL) with feedback on enhancing students’ computing skills, and their attitudes toward blended learning through online problem-solving. In this study, two cases were studied and compared, one a class deploying web-mediated SRL with feedback and the other without. The results showed that students who received web-mediated SRL with feedback outperformed those without feedback on computing skills and exhibited positive attitudes toward this instruction integrated with innovative teaching methods and technologies.

scholarly journals Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance

2020 ◽  
Vol 12 (19) ◽  
pp. 7919 ◽  
Author(s):  
Manoli Pifarré ◽  
Esther Argelagós
Keyword(s):  
Problem Solving ◽  
Task Performance ◽  
Secondary Students ◽  
Real Life ◽  
Task Instruction ◽  
Control Group ◽  
Internet Information ◽  
Information Problem Solving ◽  
Information Problem

This research paper is based on a longitudinal study to find out how long-term embedded whole-task instruction can help students to develop more efficient information problem-solving (IPS) skills that could lead to a better use of internet information for learning and solving digital tasks more effectively. To this end, we designed, implemented and evaluated a three-year instruction programme to promote students’ development of key IPS skills in real-life classroom settings. This research involved sixty-one secondary education students. Forty-two of them received the IPS instruction and their results were analysed longitudinally and subsequently compared to a control group which received the regular courses. The results showed that students who received the IPS instruction improved their performance significantly in tasks in which the use of IPS skills was needed and these students organised and presented the information found on the internet critically and gave personal arguments. The findings also revealed that during the three-year project, the scores of IPS task performance were statistically higher in the instructed students than those obtained in control group students. Our study then provides an insight into how secondary students develop IPS skills throughout long-term instructional support and shows a series of educational implications.

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