PROMOTING SELF-REGULATED LEARNING IN THE FIRST-YEAR WRITING CLASSROOM

2018 ◽  
pp. 111-126
Author(s):  
Robert Hallis
Keyword(s):  
First Year ◽  
Writing Classroom ◽  
First Year Writing ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Eva Mary Bures ◽  
Alexandra Barclay ◽  
Philip C Abrami ◽  
Elizabeth J Meyer
Keyword(s):  
Learning Strategies ◽  
Electronic Portfolios ◽  
Assessment Tools ◽  
First Year ◽  
Cohen’S Kappa ◽  
Self Regulated Learning ◽  
Cohen's Kappa ◽  
Regulated Learning ◽  
The Government ◽  
Literacy Scores

This study explores electronic portfolios and their potential to assess student literacy and self-regulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self-regulated learning (SRL) and a mark to literacy, and an analytical rubric measuring multiple sub-scales of SRL and literacy. Participants in grades 4, 5 and 6 across two years created electronic portfolios, with n=369 volunteers. Some classes were excluded from statistical analyses in the first year due to low implementation and some individuals were excluded in both years, leaving n=251 included in analyses. All portfolios were coded by two coders, and the inter-rater reliability explored. During the first year Cohen’s kappa ranged from 0.70 to 0.79 for literacy and SRL overall, but some sub-scales were unacceptably weak. The second year showed improvement in Cohen’s kappa overall and especially for the sub-scales, reflecting improved implementation of the portfolios and use of the assessment tools. Validity was explored by comparing the relationship of portfolio scores to other measures, including the government scores on the open-response literacy questions for the Canadian Achievement Tests (version 4), the scores we assigned to the CAT-4s using our assessment tools, and scores on the Student Learning Strategies Questionnaire (SLSQ) measuring SRL. The portfolio literacy scores correlated (p

First-Year College Students’ Time Use

2016 ◽  
Vol 28 (1) ◽  
pp. 5-27 ◽  
Author(s):  
Jordan Thibodeaux ◽  
Aaron Deutsch ◽  
Anastasia Kitsantas ◽  
Adam Winsler
Keyword(s):  
College Students ◽  
Time Use ◽  
Self Regulation ◽  
First Year ◽  
Grade Point ◽  
First Semester ◽  
First Year College ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
First Year College Students

How students manage their time is critical for academic performance and is an important component of self-regulated learning. The purpose of the present study was to examine relationships among first-year college students’ ( N = 589) time use, academic self-regulation, and target and actual grade point average (GPA) at three time points. Findings showed that students planned and spent less time on academics than socializing and work obligations in their first semester. Students generally planned to spend more time on academics in the second semester. Academic time use (planned and actual academic hours) related to higher self-regulated learning and target GPA in the first and second semester. Students who were farther away from their first-semester target lowered their second-semester target GPA instead of planning more time in academics. Students exceeding their target first-semester GPA planned to socialize more in the second semester. Orientation and transition programs that assist students may need to revisit time management and planning midway through the year to address potentially inadequate self-regulated learning in the first year of college.

Lecture vs. Self-Regulated Learning: A Comparison of Two Methods in Teaching Biological Science

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
MARICEL A. GOMEZ
Keyword(s):  
College Teaching ◽  
Biological Science ◽  
First Year ◽  
First Year Students ◽  
Traditional Lecture ◽  
Self Regulated Learning ◽  
College Science Teaching ◽  
Study Results ◽  
Regulated Learning ◽  
Education College

Lecture is a common method used in college teaching. Various researchescomparing lecture and more active methods in relation to students’ performance presented mixed views on the effectiveness of the lecture. This research aimed to compare the traditional lecture and self-regulating learning method in relation tostudents’ achievement in Biological Science. The study used quasi-experimentalmethod using non-equivalent group pretest-posttest design. Two intact classeswere used with 39 students in each class. A total of 78 first year students wereincluded in the study. The two groups were randomly assigned to the twoteaching methods. One group was taught through lecture while the other groupthrough self-regulated learning (SRL) method. Comparability of the studentswas based on their pretest scores in Biological Science. The study was conductedwith an observer. Teacher-made achievement test, course teaching manual, andcourse reader were used in the study. Results revealed that both lecture andSRL methods increased students’ achievement in Biological Science. However,students in the traditional method obtained higher mean pretest, posttest, andmean gain scores than students exposed to SRL method. Lecture as a teachingmethod should not be entirely replaced but also integrated with other methodswhenever it is appropriate.Keywords: Education, college science teaching, self-regulated learning, quasiexperimentaldesign, Philippines

Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach

2016 ◽  
Vol 17 ◽  
pp. 208-213 ◽  
Author(s):  
Yenna Salamonson ◽  
Lucie M. Ramjan ◽  
Simon van den Nieuwenhuizen ◽  
Lauren Metcalfe ◽  
Sungwon Chang ◽  
...  
Keyword(s):  
Cluster Analysis ◽  
Academic Performance ◽  
Nursing Students ◽  
Sense Of Coherence ◽  
Analysis Approach ◽  
First Year ◽  
Self Regulated Learning ◽  
Regulated Learning

Pedagogical Interventions in the First-Year Writing Classroom for First-Generation College Students

2018 ◽  
pp. 153-173
Author(s):  
Jessica Rae Jorgenson Borchert
Keyword(s):  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
First Year ◽  
Writing Classroom ◽  
Trio Programs ◽  
First Year Writing ◽  
Pedagogical Interventions ◽  
First Generation College ◽  
Writing Genres

This chapter discusses ways of engaging first-generation college students in the first-year writing classroom. Many interventions exist for helping first-generation college students adjust to and thrive in academic life, such as TRIO programs. This chapter focuses on how instructors in writing classrooms can create pedagogical interventions to encourage and engage these students in academic discourse. To better understand how the pedagogical interventions were received, the author studied contemporary research on multiple ways of engaging first-generation college students in the first-year writing classroom. Along with this research, the author also collected data from students that identified what activities and assignments most engaged them and what they learned from those assignments. From this data and outside research, the author determined three main pedagogical interventions to help first-generation college students succeed, such as peer review groups, creating empathetic spaces, and assigning empathetic writing genres.

An Investigation into EFL Pre-Service Teachers' Out-of-Class Self-Regulated Learning Experiences weith ICT

2020 ◽  
pp. 112-137 ◽  
Author(s):  
Saadet Korucu-Kis
Keyword(s):  
Learning Environments ◽  
Learning Experiences ◽  
Modern World ◽  
Future Research ◽  
First Year ◽  
Formal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Information And Communication ◽  
Ict Tools

Self-regulated learning is one of the essential skills learners need to possess in times of rapid technological advancements to comply with the requirements of the modern world. Indeed, today's youth are assumed to be able to set their own goals, seek opportunities to attain these goals, and manage their learning environments to control their own learning owing to the omnipresence of information and communication technology (ICT) tools in every area of their lives including and especially in their educational lives. In this respect, this study aims to find out whether first-year English as a Foreign Language (EFL) pre-service teachers really make use of ICT tools to regulate their formal learning experiences in out-of-class settings. Results reveal that pre-service teachers most often fail in bridging in-class and out-of-class learning, and they generally engage in low-level self-regulated learning experiences. Implications arising from these findings are highlighted, and some future research possibilities are discussed.

scholarly journals Peer Lecturing as Project-Based Learning: Blending Socio-Affective Influences with Self-Regulated Learning

2016 ◽  
Vol 10 (1) ◽  
pp. 109
Author(s):  
Dominique-Esther Seroussi ◽  
Rakefet Sharon
Keyword(s):  
Student Teachers ◽  
Cognitive Processes ◽  
Scientific Information ◽  
Self Regulation ◽  
Project Based Learning ◽  
First Year ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Affective Influences ◽  
Further Development

As a contribution to the efforts to understand the influence of peer presence on self-regulated learning, this paper studies students’ reaction to a project-based activity, the final product of which was a scientific communication to peers. In this activity, peer lecturing, the students formulate a question on a topic linked to the course, search scientific information in order to answer the question, and teach the result of their investigations to their class in the form of a whole-class communication. The paper draws on the qualitative analysis of 23 interviews of first-year student teachers involved in peer lecturing in the framework of an introductory zoology course. In this study, the expressed gains in self-regulated learning described by the students are compared to the gains reported in the literature in other project-based methods and in peer teaching. Original gains in motivation (social goals), cognitive processes and self-regulation, are highlighted, while stressing differences between student types. Further development of the method is suggested.

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