Temporal Assessment of Self-Regulated Learning by Mining Students' Think-Aloud Protocols.
Temporal Assessment of Self-Regulated Learning by Mining Students' Think-Aloud Protocols.
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DOI：
10.3389/fpsyg.2021.749749
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发表时间：
2021
影响因子：
3.8
通讯作者：
Gašević D
中科院分区：
文献类型：
--
作者：
Lim L;Bannert M;van der Graaf J;Molenaar I;Fan Y;Kilgour J;Moore J;Gašević D
已被广泛理论化和实证证明，自我调节学习（SRL）与更理想的学习成果相关，例如在转移测试中表现更高。研究已转向了解 SRL 在学习过程中的作用，例如策略和学习活动，学习者运用和参与不同的 SRL 阶段，这有助于学习成就。从方法论的角度来看，使用有声思考数据来衡量 SRL 已被证明比自我报告调查更具洞察力，因为它有助于更好地确定 SRL 活动与学习成就之间的联系。基于有声思维数据的教育过程挖掘可以对 SRL 过程进行更深入的理解和更细粒度的分析。尽管学生的 SRL 是高度情境化的，但关于 SRL 活动和学习成果之间联系的一致发现表明支持学习的过程具有一定的一致性。然而，过去的研究采用了不同的方法，这使得研究学习过程中 SRL 过程展开的研究之间的结果概括成为一个挑战。在目前对 29 名大学生进行的研究中，我们通过前后设计中的并行有声思考协议来测量 SRL，使用与之前在在线学习环境中进行的研究类似的方法，在 45 分钟的学习过程中，学生学习了三个主题并撰写了一篇论文。结果显示，与过去的研究类似，学习成果显着，SRL 活动与转学表现之间的联系也得到了复制。此外，成功和不太成功的学生的时间结构表明与理论假设和过去的研究结果相关的有意义的差异。总之，通过探索在线学习环境中的 SRL 模式来扩展先前的研究，可以深入了解在线学习环境中先前研究结果的可复制性，新的研究结果表明，不仅要关注 SRL 策略的全部内容，而且还要关注它们的使用方式和时间。
It has been widely theorized and empirically proven that self-regulated learning (SRL) is related to more desired learning outcomes, e.g., higher performance in transfer tests. Research has shifted to understanding the role of SRL during learning, such as the strategies and learning activities, learners employ and engage in the different SRL phases, which contribute to learning achievement. From a methodological perspective, measuring SRL using think-aloud data has been shown to be more insightful than self-report surveys as it helps better in determining the link between SRL activities and learning achievements. Educational process mining on the basis of think-aloud data enables a deeper understanding and more fine-grained analyses of SRL processes. Although students’ SRL is highly contextualized, there are consistent findings of the link between SRL activities and learning outcomes pointing to some consistency of the processes that support learning. However, past studies have utilized differing approaches which make generalization of findings between studies investigating the unfolding of SRL processes during learning a challenge. In the present study with 29 university students, we measured SRL via concurrent think-aloud protocols in a pre-post design using a similar approach from a previous study in an online learning environment during a 45-min learning session, where students learned about three topics and wrote an essay. Results revealed significant learning gain and replication of links between SRL activities and transfer performance, similar to past research. Additionally, temporal structures of successful and less successful students indicated meaningful differences associated with both theoretical assumptions and past research findings. In conclusion, extending prior research by exploring SRL patterns in an online learning setting provides insights to the replicability of previous findings from online learning settings and new findings show that it is important not only to focus on the repertoire of SRL strategies but also on how and when they are used.
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影响因子：
4.6
作者：
FLAVELL, JH;BEACH, DR;CHINSKY, JM
通讯作者：
CHINSKY, JM
DOI：
10.1007/978-1-4419-5716-0_11
发表时间：
2010-01-01
期刊：
NEW SCIENCE OF LEARNING: COGNITION, COMPUTERS AND COLLABORATION IN EDUCATION
影响因子：
--
作者：
Azevedo, Roger;Johnson, Amy;Burkett, Candice
通讯作者：
Burkett, Candice
影响因子：
3.3
作者：
Bannert, Maria;Reimann, Peter;Sonnenberg, Christoph
通讯作者：
Sonnenberg, Christoph
影响因子：
4
作者：
Dunn, Thomas J.;Baguley, Thom;Brunsden, Vivienne
通讯作者：
Brunsden, Vivienne
影响因子：
8.6
作者：
Broadbent, J.;Poon, W. L.
通讯作者：
Poon, W. L.