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.

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 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.

An Explorative Analysis of the Feasibility of Implementing Metacognitive Strategies in Self-Regulated Learning with the Conversational Agents

2020 ◽  
Vol 64 (1) ◽  
pp. 495-499
Author(s):  
Smit Desai ◽  
Jessie Chin
Keyword(s):  
Metacognitive Strategies ◽  
Conversational Agents ◽  
Systematic Analysis ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
New Information ◽  
Regulated Learning ◽  
Work Domain Analysis ◽  
Computer Based ◽  
Educational Applications

With the prevalence of commercially available conversational agents (CAs), little research examined the capacities and constraints of these devices to support adults to learn new information on their own. The article conducted systematic analysis on the commercially available CAs (using work domain analysis and literature review), synthesized the metacognitive strategies that have been implemented in the computer-based learning environments, and examined the feasibility to implement these strategies on CAs to support self-regulated learning. This study has implications on designing scalable evidence-based theory-driven educational applications to support users to learn new information on their own using the off-the-shelf devices.

scholarly journals Structural relationships between self-regulated learning, teachers’ credibility, information and communications technology literacy and academic performance in blended learning

2021 ◽  
pp. 46-63
Author(s):  
Liang Yu ◽  
Shijian Chen ◽  
Mimi Recker
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Information And Communications Technology ◽  
Technology Literacy ◽  
Communications Technology ◽  
Ict Literacy ◽  
Self Regulated Learning ◽  
Structural Relationships ◽  
Regulated Learning ◽  
The Impact

This study investigated the structural relationships between self-regulated learning, teachers’ credibility, information and communications technology (ICT) literacy and academic performance in blended learning. The study sample comprised of 449 undergraduates who completed blended courses within the past 3 years and consisted of 53% males (N = 238) and 47% females (N = 211). Participants anonymously completed a 41-item questionnaire examining their self-regulated learning, perceptions of their teachers’ credibility, ICT literacy, academic performance and demographic background. Path analyses indicated that the relationship between subscales of teacher credibility (caring and trustworthiness) significantly related to academic performance except for competence. In addition, caring positively predicted trustworthiness, and ICT literacy predicted self-regulated learning. Self-regulated learning positively related to caring, trustworthiness and academic performance. The findings also highlighted that both caring and trustworthiness mediated the impact of self-regulated learning on academic performance.

Psychological Features of the Models of Self-regulated Learning

Diogenes ◽  
2020 ◽  
Vol 28 (1) ◽  
Author(s):  
Yoana Yankulova ◽  
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Learning Abilities ◽  
Self Regulated Learning ◽  
Scientific Analysis ◽  
Regulated Learning ◽  
Personal Wellbeing ◽  
Psychological Features ◽  
The Impact ◽  
Active Commitment

This theoretical review presents classic and modern attempts to define and interpret self-regulated learning by identifying its more important essential and differential characteristics. All this is done in the light of the shifting focus of scientific analysis from individual learning abilities and the impact of the environment as “fixed” wholes, to manifestations of initiative, perseverance, active commitment and self-regulation designed to enhance personal wellbeing, academic performance and improve the organization of learning and selfpreparation. Specifically, individual psychological aspects are presented in three of the most popular models of self-regulated learning, developed respectively by В. Zimmerman, M. Boekaerts, P. Pintrich.

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