Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach

2013 ◽  
Vol 12 (3) ◽  
pp. 338-358 ◽  
Author(s):  
Charlotte Dignath-van Ewijk ◽  
Oliver Dickhäuser ◽  
Gerhard Büttner
Keyword(s):  
Learning Environment ◽  
Situated Learning ◽  
Self Regulation ◽  
Teacher Ratings ◽  
Student Ratings ◽  
Observation Data ◽  
Teachers Perceptions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Observer Ratings

Teachers’ behavior in the classroom can be assessed from different perspectives using teacher ratings, student ratings, or classroom observations. This article presents an observation instrument to assess teachers’ promotion of self-regulated learning (SRL), capturing teachers’ instruction of self-regulation strategies as well as characteristics of the learning environment that should foster students’ self-regulation. Thirty-four classroom videotapes were systematically coded regarding teachers’ promotion of SRL. Moreover, student and teacher ratings were collected to compare different perspectives. For the prediction of students’ SRL, the value of observation data and of teacher and student ratings was analyzed. The results suggested that teacher and observer ratings did not agree, and that teacher and student ratings agreed to some extent. Regression analysis showed that the instruction of metacognitive strategies assessed through observations as well as through student ratings significantly predicted students’ SRL, whereas the ratings of the observed learning environment predicted student SRL and achievement negatively. In addition, teachers’ perceptions of fostering situated learning also predicted SRL of their students.

How instructors can use case based learning (CBL): CBL approach can inspire more self-regulated learning in students

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Situated Learning ◽  
Design Methodology ◽  
Self Regulation ◽  
Use Case ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Case Based Learning ◽  
Based Instruction ◽  
Case Based

Purpose The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Design/methodology/approach The authors carried out a literature review of SRL and CBL, including reviewing the theories of situated learning and constructivism. They then provided a detailed design presentation for using CBL with trainees. Findings The findings of the analysis enable a full, detailed approach to the application of CBL for practitioner use Originality/value Case-based instruction has not previously been directly linked to the self-regulation of learning.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

Improving Higher Education Students’ Learning Proficiency by Fostering their Self-regulation Skills

2016 ◽  
Vol 24 (2) ◽  
pp. 264-276 ◽  
Author(s):  
Erik De Corte
Keyword(s):  
Learning Environment ◽  
Self Regulation ◽  
Learning Task ◽  
Control Group ◽  
Business Economics ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Regulated Learning ◽  
Post Test

A major challenge for education and educational research is to build on our present understanding of learning to design environments for education that are conducive to fostering students’ self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Using the CLIA-model (Competence, Learning, Intervention, Assessment) as a framework for developing learning environments, and taking the growing knowledge base on self-regulated learning as a background, this article discusses an intervention study that aimed at the design and evaluation of a powerful learning environment for fostering self-regulated learning in university freshmen, thereby improving their learning proficiency. More specifically, the intervention in this environment focused on the trainability of four cognitive (orienting, planning, self-testing, and reflecting), and four complementary affective self-regulation skills (respectively self-judging, valuing, coping, and attributing). The effects of the learning environment were investigated using a pre-test – post-test design with a control group. The participants were 141 first-year students of business economics. The positive effects of the intervention on students’ self-regulated learning and on their academic performance is illustrated for two of the eight self-regulation skills, namely orienting (preparing one’s learning process by examining the characteristics of a learning task) and self-judging (evaluating one’s competences in view of an accurate appraisal of the efforts needed to approach and accomplish a learning task).

Using automated time management enablers to improve self-regulated learning

2019 ◽  
pp. 146978741986630 ◽  
Author(s):  
Henry Khiat
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Time Management ◽  
Management Practices ◽  
Self Regulation ◽  
Management Training ◽  
Online Learning Environment ◽  
Self Regulated Learning ◽  
Effective Time ◽  
Regulated Learning

Effective time management is essential for us all, whether students or anyone else. There are many factors which affect how well students manage their time and in what ways. As with everything, some are excellent at managing their time and others are not. As faculty, we can assist our learners to better manage their time, whether this is in the online learning environment or any other. However, studies reveal that the effect of time management training on time management practices varies, and there is therefore a need to explore this further. This study investigates how the practice of time management, an important self-regulated learning enabler, affects learning in the online learning environment. An automated adaptive time management enabling system was used to guide students in managing their time more effectively. The system assisted students in their time management through visual reinforcement, adaptive release, learning monitors and learning motivators. The findings showed that the use of the time management enabling system facilitated and guided the students in studying the course in a consistent manner and aided students in practising more effective time management thus impacting performance. In summary, positive changes were made to their time management behaviours and these subsequently improved their self-regulation.

scholarly journals Trace-based Micro-analytic Measurement of Self-Regulated Learning Processes

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Melody Siadaty ◽  
Dragan Gasevic ◽  
Marek Hatala
Keyword(s):  
Learning Environment ◽  
Methodological Approach ◽  
Self Regulation ◽  
Learning Processes ◽  
Future Research ◽  
Technology Enhanced Learning ◽  
Self Regulated Learning ◽  
Regulatory Processes ◽  
Measurement Protocol ◽  
Regulated Learning

To keep pace with today’s rapidly growing knowledge-driven society, productive self-regulation of one’s learning processes are essential. We introduce and discuss a trace-based measurement protocol to measure the effects of scaffolding interventions on self-regulated learning (SRL) processes. It guides tracing of learners’ actions in a learning environment on the fly and translating these data into indicators of engagement in SRL processes that reflect learners’ use of scaffolding interventions and contingencies between those events. Graphs of users’ learning actions in a learning environment are produced. Our trace-based protocol offers a new methodological approach to investigating SRL and new ways to examine factors that affect learners’ use of self-regulatory processes in technology-enhanced learning environments. Our application of the protocol was described in a study about Learn-B, a learning environment for SRL in the workplace. The findings of the work presented in this paper indicate that future research can gain substantially by using learning analytics based on users’ trace data and merging them with other quantitative and qualitative techniques for researching SRL beliefs and processes.

scholarly journals PENINGKATAN SELF REGULATED LEARNING MAHASISWA DI ERA DIGITAL MELALUI PEMBELAJARAN BLENDED LEARNING

2017 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Sucipto Sucipto
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Blended Learning ◽  
Empirical Studies ◽  
Self Regulation ◽  
Self Control ◽  
Self Regulated Learning ◽  
Self Confidence ◽  
Regulated Learning ◽  
The Impact

Some students have not shown the ability to regulate themselves (self regulated learning) about how to learn. This is part of the impact of conventional learning. Blended learning is a learning model that is widely developed in college. This model provides opportunities for students to learn actively by self-regulation, self-control, self-motivation, and develop self-confidence, and choose or manage their own learning environment to support the effectiveness of learning. This study is based on literature review. Based on some empirical studies, it is concluded that the application of this model can improve self regulated learning learners. Keywords: blended learning, self regulated learning, conventional learning

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.

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