scholarly journals An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Chih-Yueh Chou ◽  
Nian-Bao Zou
Keyword(s):  
Strategy Implementation ◽  
Learning Performance ◽  
Internal Feedback ◽  
Self Regulated Learning ◽  
External Feedback ◽  
Outcome Monitoring ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact

AbstractIn self-regulated learning (SRL), students organize, monitor, direct, and regulate their learning. In SRL, monitoring plays a critical role in generating internal feedback and thus adopting appropriate regulations. However, students may have poor SRL processes and performance due to their poor monitoring. Researchers have suggested providing external feedback to facilitate better student SRL. However, SRL involves many meta-cognitive internal processes that are hidden and difficult to observe and measure. This study proposed a SRL model to illustrate the relationship among external SRL tools, internal SRL processes, internal feedback, and external feedback. Based on the model, this study designed a system with SRL tools and open leaner models (OLMs) to assist students in conducting SRL, including self-assessing their initial learning performance (i.e. perceived initial performance and monitoring of learning performance) after listening to a teacher’s lecture, being assessed by and receiving external feedback from the OLM (i.e. actual performance) in the system, setting target goals (i.e. desired performance) of follow-up learning, conducting follow-up learning (i.e. strategy implementation), and evaluating their follow-up learning performance (i.e. perceived outcome performance and strategy outcome monitoring). These SRL tools also externalize students’ internal SRL processes and feedback, including perceived initial, desired, and perceived outcome performances, for investigation. In addition, this study explores the impact of external feedback from the OLM on students’ internal SRL processes and feedback. An evaluation was conducted to record and analyze students’ SRL processes and performance, and a questionnaire was administered to ask students about their SRL processes. There are three main findings. First, the results showed that students often have poor internal SRL processes and poor internal feedback, including poor self-assessment, inappropriate target goals, a failure to conduct follow-up learning, and a failure to achieve their goals. Second, the results revealed that the SRL tools and external feedback from the OLM assisted most students in SRL, including monitoring their learning performance, goal-setting, strategy implementation and monitoring, and strategy outcome monitoring. Third, some students still required further support for SRL.

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

scholarly journals Curriculum Assessment of Higher Educational Institution Using Trace-segmented Clustering

2018 ◽  
Vol 20 (1) ◽  
pp. 33-48
Author(s):  
Satrio Adi Priyambada ◽  
Mahendrawathi ER ◽  
Bernardo Nugroho Yahya
Keyword(s):  
Educational Institution ◽  
Research Area ◽  
Learning Performance ◽  
Learning Behavior ◽  
Sequence Matching ◽  
Curriculum Assessment ◽  
Learning Path ◽  
And Performance ◽  
Curriculum Guideline ◽  
The Impact

Curriculum mining is research area that assess students’ learning behavior and compare it with the curriculum guideline. Previous work developed sequence matching alignment approach to check the conformance between students’ learning behavior and curriculum guideline. Considering only the sequence matching alignment is insufficient to understand the patterns of group of students. Another work proposed an approach by aggregating the students’ profile to represent students’ learning behavior and investigate the impact of the learning behavior to their learning performance. However, the aggregate profile approach considers the entire period of study rather than segmented period. This study proposes a methodology to assess students’ learning path with segmented period i.e. the semester of the related curriculum. The segmented-period profile generated would be the input for sequence matching alignment approach to assess the conformity of students’ behavior with the prior curriculum guideline. Real curriculum data has been used to test the effectivity of the methodology. The results show that the students can be grouped into various cluster per semesters that have different characteristic with respect to their learning behavior and performance. The results can be analyzed further to improve the curriculum guideline.

The Impact of Strategy And Structure On The Organizational Performance of Restaurant Firms

1988 ◽  
Vol 12 (2) ◽  
pp. 265-276 ◽  
Author(s):  
Eliza Ching-Yick Tse ◽  
Michael D. Olsen
Keyword(s):  
Organizational Structure ◽  
Financial Performance ◽  
Organizational Performance ◽  
Positive Impact ◽  
Strategy Implementation ◽  
Management Literature ◽  
Primary Means ◽  
Restaurant Firms ◽  
And Performance ◽  
The Impact

There is an increased emphasis in the management literature on the use of strategic management as the primary means of adapting organizations to their changing environments. for firms in the maturing hospitality industry to survive and succeed, they will have to depend upon their ability to strategically align themselves with the turbulent environment and select appropriate strategies to create defendable competitive positions. Success in strategy implementation depends partly on a proper match between strategy and organizational structure and this match is expected to have a positive impact on financial performance. This study was conducted to explore the relationships among strategies of restaurant firms, their organizational structure and financial performance. The top management team in 296 American multi-unit restaurant firms were surveyed. Results regarding relationships posited among strategy, structure and performance are presented.

Learning in the Face of Digital Distractions

2022 ◽  
pp. 120-142
Author(s):  
Anna C. Brady ◽  
Yeo-eun Kim ◽  
Jacqueline von Spiegel
Keyword(s):  
College Students ◽  
Learning Process ◽  
College Instructors ◽  
Instructional Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
The Face ◽  
The Impact ◽  
Support Students

Digital distractions are an important and prevalent aspect of college students' lives. Using a self-regulated learning perspective, this chapter provides an in-depth understanding of students' digital distractions in academic settings and highlights how college instructors can empower their students to manage digital distractions and self-regulate their own learning. In particular, the chapter discusses both the causes and consequences of engaging in digital distractions with a focus on the impact of multitasking. In addition, the chapter argues that students' engagement in digital distractions is closely connected to their motivation and emotions. This chapter highlights how college students can regulate their digital distractions throughout the learning process during each phase of self-regulated learning. Finally, the chapter reviews the ways college instructors can support students' management of distractions through their instructional approaches.

scholarly journals Goal Setting and MOOC Completion

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Erwin Handoko ◽  
Susie L. Gronseth ◽  
Sara G. McNeil ◽  
Curtis J. Bonk ◽  
Bernard R. Robin
Keyword(s):  
Goal Orientation ◽  
Student Performance ◽  
Goal Setting ◽  
Time Management ◽  
Causal Attribution ◽  
Course Completion ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Performance

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion.

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