scholarly journals Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Inga Glogger ◽  
Lars Holzäpfel ◽  
Julian Kappich ◽  
Rolf Schwonke ◽  
Matthias Nückles ◽  
...  
Keyword(s):  
Learning Environment ◽  
Student Teachers ◽  
Learning Strategies ◽  
Process Models ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Learning Journals ◽  
Regulated Learning ◽  
Assessment Skills ◽  
Computer Based

Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE) that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44;N2=89) worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

The Value of Metacognition and Reflectivity in Computer-Based Learning Environments

2016 ◽  
pp. 105-136
Author(s):  
Sammy Elzarka ◽  
Valerie Beltran ◽  
Jessica C. Decker ◽  
Mark Matzaganian ◽  
Nancy T. Walker
Keyword(s):  
Learning Environments ◽  
Real World ◽  
Self Regulation ◽  
Future Research ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Real World Application ◽  
Regulated Learning ◽  
Computer Based

The purposes of this chapter are threefold: to explore the research on and relationships among metacognition, reflection, and self-regulated learning; to analyze students' experiences with metacognition, reflection, and self-regulated learning activities in computer-based learning (CBL) courses; and to provide strategies that can be used in a CBL environment to promote students' metacognition, reflection, and self-regulation. A review of underlying frameworks for and prior study findings in metacognition and reflection are presented. Case study findings are also described and form the basis for the suggested strategies. The value and implications of using such strategies are also offered. Finally, future research should address the teaching of metacognition and reflection in CBL environments with an emphasis on real world application.

scholarly journals Academic English Teaching for Postgraduates Based on Self-regulated Learning Environment: A Case Study of Academic Reading Course

2016 ◽  
Vol 9 (5) ◽  
pp. 214 ◽  
Author(s):  
Wei Zhao
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
First Grade ◽  
Academic English ◽  
Academic Journal ◽  
Postgraduate Students ◽  
Academic Reading ◽  
Self Regulated Learning ◽  
Regulated Learning

<p>This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this study focuses on foreign language teachers how to guide postgraduate students in academic reading course, so as to implement students’ self-regulated learning strategies and enhance their motivations, as well as how the students to adjust to experience and respond to the teaching process through the adjustment. Accordingly, we theoretically construct self-regulated teaching and learning environment, expectations for enlightenment to the teaching practices of academic English instructions, especially in reading academic journal articles in English. The future direction should be towards to assessing and applying the learning environment model.</p>

The Role of Self-Regulated Learning in Enhancing Conceptual Understanding of Rate of Chemical Reactions

2010 ◽  
pp. 248-267
Author(s):  
Eunice Eyitayo Olakanmi ◽  
Canan Blake ◽  
Eileen Scanlon
Keyword(s):  
Academic Performance ◽  
Chemical Reactions ◽  
Simulation Environment ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Starting Point ◽  
Regulated Learning ◽  
Computer Based ◽  
The Impact

The authors have investigated the effects of self-regulated learning (SRL) prompts on the academic performance of 30 year 9 students (12-13 year olds) learning science in a computer-based simulation environment by randomly assigning participants to either a SRL prompted or non-SRL prompted group. Mixed methods approaches were adopted for data collection and data analysis. Students in the SRL prompted group were given activity sheets which contained SRL prompts, whereas students in the non-SRL prompted group received no SRL-prompts in their activity sheets but some general prompts regarding how to follow the activity sheet. The incorporation of SRL prompted instructions into a computer-based simulation environment that teaches the rates of chemical reactions facilitated the shift in learners’ academic performance more than the non-SRL-prompted condition did. This shift was associated with the presence of the SRL behavioural prompts in the activity sheets. This study is a starting point in understanding the impact of the application of SRL-prompted instructions to the teaching of topics in a computer-based learning environment with a view to improving students’ academic attainment.

Self-Regulated Learning as the Enabling Environment to Enhance Outcome-Based Education of Undergraduate Engineering Mathematics

2014 ◽  
Vol 3 (2) ◽  
pp. 43-53
Author(s):  
Roselainy Abdul Rahman ◽  
Sabariah Baharun ◽  
Yudariah Mohamad Yusof ◽  
Sharifah Alwiah S. Abdur Rahman
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
International Institute ◽  
Self Regulated Learning ◽  
Engineering Mathematics ◽  
Regulated Learning ◽  
Institute Of Technology ◽  
Philosophy Of Knowledge

The paper discusses the results of an action research to improve teaching practice which applied the philosophy of Knowledge – Experiential – Self-regulated (KES) at the Malaysia-Japan International Institute of Technology, Universiti Teknologi Malaysia. The teaching and learning strategies were implemented to achieve the following objectives; (i) to enhance students' mathematical competencies; (ii) to support self-regulated learning; and (iii) to improve the teaching practice of Engineering Mathematics 3 i.e. Advanced Calculus. A modification to a previously developed framework by Roselainy et al. (2012a) was performed to encourage students to adopt self-regulated learning behaviour in an active learning environment. The teaching, learning and assessment activities were aligned constructively based on the theory of Biggs & Tang (2010). Data was collected, analysed and later employed to modify the teaching and learning activities. The findings found that it is imperative for teachers to design an appropriate learning environment and apply suitable strategies in encouraging and supporting students to embrace and take charge of their own learning.

Sign in / Sign up

Export Citation Format

Share Document