Measuring the impact of technological scaffolding interventions on micro-level processes of self-regulated workplace learning

Abstract

This paper reports on the findings of an exploratory study in which the effects of technological scaffolding interventions on micro-level processes of self-regulated learning in the workplace were investigated. Empirical research in the workplace has been much less represented than in formal education. Even less research is available that aimed to identify which technological scaffolding interventions, out of those available in a learning environment, had the highest influence on specific micro-level process of self-regulated learning. This paper reports on the findings of a case study conducted in the naturalistic settings of two organizations in Europe (N=53) for the period of two months. Trace data about the events of engagement with the technological scaffolding interventions and microlevel processes of self-regulated learning were collected. Both a transition graph based analysis of the temporal dependencies of the collected events and multiple linear regression analyses showed that an intervention that promoted social awareness had consistently the highest effect on all the micro-level processes used in the study. This intervention was followed by the intervention that offered systemgenerated recommendations about learning paths, learning activities and knowledge assets to stimulate engagement into the micro-level processes within the forethought or preparatory phase of self-regulated learning. These findings suggest that both the social and organizational contexts should be taken into account when developing interventions aimed at supporting the forethought and engagement phases. Further discussion about research, methodological, and learning technology design implications is provided.

Effects of Instructional Multimedia Integrated Situational Approach on Students’ Learning Achievement

“…The linked story developed with well-designed software could induce learners' interests so that learners could reflect the learning process in the operation process and contact more accidental possibilities in the cycled execution to efficiently enhance learning achievement (Rani et al, 2015). Siadatya, Gaševićb, and Hatala (2016) mentioned that instructional multimedia integrated Situational Approach could achieve the goals of cognition, affection, skills, and life education as well as enhance learners' learning intention. Situated learning for instructional multimedia courses should be integrated into relevant tasks to integrate knowledge into learning situations for learners interacting and actively participating in learning activities from simple observation, imitation, and learning to knowledge and skills so as to achieve the interaction between simulated situational activities and learning situations and promote learning achievement (Lin & Tsai, 2016).…”

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

“…In this paper, we do not report on the findings of the applications of this protocol in the context of the Learn-B environment, which instead are covered in Siadaty et al (2016aSiadaty et al ( , 2016b. We only summarize the main results here.…”

“…For example, in the case of the study with Learn-B, social context was supported through different interventions that allow for social awareness, comparison, and co-operation in the following subsections. What Winne and Hadwin (1998) refer to as internal conditions (e.g., affective states, motivation, study skills) are not used in the studies with the Learn-B software (Siadaty et al, 2016a(Siadaty et al, , 2016b). Data about internal conditions can be obtained through self-reported measures, physiological measures, think-aloud protocols, video analysis, discourse analysis, and so on (Azevedo, 2015).…”

“…Rather, it aims to introduce a novel measurement protocol for use in different studies that look at the effects of technological scaffolding interventions to support SRL. The protocol has been applied to two (2016 185 different studies (Siadaty, Gašević, & Hatala, 2016a, 2016b) that offer 1) theoretical details for the adopted SRL model and the choice and design of technological interventions, 2) hypothesized effects of the technological interventions on specific SRL phases, and 3) findings regarding the proposed protocol to both test the validity of the hypothesized effects and detect and explore which interventions had the strongest effects on specific SRL processes.We organize this paper as follows: Models conceptualizing self-regulated learning processes and various methods used in the literature to measure these processes are introduced in Section 0. Section 0 describes our measurement protocol, starting with a discussion of the prerequisites for applying it, namely, formulating the underlying SRL model and the intended scaffolding interventions, followed by a detailed explanation of the steps in the protocol and examples of how we applied them in our research.…”

“…Rather, it aims to introduce a novel measurement protocol for use in different studies that look at the effects of technological scaffolding interventions to support SRL. The protocol has been applied to two (2016 185 different studies (Siadaty, Gašević, & Hatala, 2016a, 2016b) that offer 1) theoretical details for the adopted SRL model and the choice and design of technological interventions, 2) hypothesized effects of the technological interventions on specific SRL phases, and 3) findings regarding the proposed protocol to both test the validity of the hypothesized effects and detect and explore which interventions had the strongest effects on specific SRL processes.…”