Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system

Duffy, Melissa C.; Azevedo, Roger

doi:10.1016/j.chb.2015.05.041

Cited by 169 publications

(138 citation statements)

References 71 publications

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“…Biliş üstünün kritik bir bileşeni olarak görülen yansıtmanın, öğrencilerin daha iyi anlamasını sağladığı (Slavin, 1996;Gama, 2004;Stark ve Krause, 2009), biliş üstü beceri gelişimine destek olduğu (Martin-Kniep, 2000;Gama, 2004;Duffy ve Azevedo, 2015), öğrenme verimliliğini artırdığı (Martin-Kniep, 2000;Gama, 2004;Bannert vd., 2015), üst düzey düşünme becerisi kazandırdığı (Hmelo ve Ferrari, 1997;Hadwin ve Webster, 2013) ve öğrenciyi kendini geliştirmeye yönlendirdiği vurgulanmaktadır (Moon, 1999, s.99). Yansıtma etkinliklerinden biri olan yansıtıcı soruların da bireylerin kendi öğrenme sürecini planlama, izleme (Lin vd., 1999;Lin, 2001) ve değerlendirme (Lin, vd., 1999) süreçlerini teşvik ettiği (Ge ve Land, 2003) ve öğrencilerin içsel geri bildirim vermelerini sağladığı (Berandi vd., 1995) bilinmektedir.…”

Section: Sonuç Ve öNerilerunclassified

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

Atasoy

Yalın

2017

Eğitim Teknolojisi Kuram Ve Uygulama

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ÖzGünümüz iş dünyası sürekli öğrenen ve bilgisini güncel tutan bireylere ihtiyaç duymaktadır. Eğitim kurumlarında sunulan alana özgü bilgi ve beceriler iş dünyasının bu beklentisini karşılayamamaktadır. Eğitim paydaşları bu problemin çözümü olarak öğrenmeyi öğrenen bireylerin yetiştirilmesinin gerekliliğini vurgulamaktadır. Nasıl öğreneceğini bilen, öğrenmesinin sorumluluğunu ve kontrolünü ele alan bireylerin yetiştirilmesi için öğrenenlere bazı becerilerin kazandırılması gerekmektedir. Yansıtma bu önemli becerilerden biri olarak kabul görmektedir. Yansıtıcı sorular ise yansıtma becerilerinin kazandırılması için kullanılan tekniklerden biridir. Bu araştırma yansıtma, yansıtıcı düşünme, yansıtıcı sorular ve ilişkili kavramlara ilişkin kuramsal bilgileri açıklamakta ve yansıtmanın öğrenme ortamlarına katkılarına dikkat çekmeye çalışmaktadır. Bunların yanı sıra çalışmada, yansıtma etkinliklerinin ve yansıtıcı soruların yüz yüze ve e-öğrenme ortamlarında kullanımına ilişkin pratik bilgiler ve öneriler de sunulmaktadır.Anahtar Kelimeler: yansıtma; yansıtıcı düşünme; yansıtıcı sorular; biliş üstü; e-öğrenme * Makale birinci yazarın doktora tezinden üretilmiştir. REFLECTION AND REFLECTIVE PROMPTS FROM SOCRATIC DIALOGUE TO TODAY AbstractToday's business world requires employees to possess up-to-date knowledge and to be open new information about their professions. Some educational institutes cannot meet these requirements, because they just provide their learners with domain specific knowledge. Some educators have pointed out that to cope with this problem they need to train people who are aware of learning to learn. These learners have to gain some general learning skills like how to learn or take control of their learning, besides domain specific knowledge. Reflection is seen as one of the most powerful activities which contain these kind of skills. Reflective prompt is an important technique of reflection. This research aims to give theoretical background about reflection, reflective thinking, reflective prompt and related concepts. In addition to descriptive knowledge, the research also intends to present practical use of reflective prompt in face to face and e-learning environments.

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Section: Sonuç Ve öNerilerunclassified

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

Atasoy

Yalın

2017

Eğitim Teknolojisi Kuram Ve Uygulama

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“…Theories of self-regulated learning provide a useful lens to understand the inluence of selfinitiated management of thoughts, feelings and behaviours in achieving speciic learning goals in virtual learning communities [20,22]. Both cognitive receptivity to technological change and innovation and social learning collaborative styles relate to the use of self-regulatory strategies and responsiveness.…”

Section: Social Collaborative Learning and Cognitive Receptivity To Tmentioning

confidence: 99%

“…Collaborating with fellow students in a virtual learning seting through social tools, such as discussion forums, for example, requires self-initiated self-regulatory processes apart from the other-regulation processes represented by the social collaboration style preferences. However, research has shown that students often do not self-initiate a high degree of self-directed learning processes and often struggle when engaging in ill-structured learning tasks [22].…”

Section: Implications For Theory and Practicementioning

confidence: 99%

Social Collaboration Style Preferences and Cognitive Receptivity to Technological Change and Innovation in Open and Distance e-Learning

Coetzee¹

2016

Virtual Learning

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The proliferation of online courses in open and distance e-learning higher education contexts brought atention to the role of social collaboration activities in enhancing student learning. Constructive social collaboration in an e-learning environment is inluenced by the interaction dynamics of the relevant virtual learning community. Social learning involves the acquisition of knowledge and skills relevant to the individual's unique work or learning context through collaborative endeavours and interactions that often include the use of technological tools such as web-based platforms and social media technological applications. This chapter focuses on how the social collaboration style preferences of members of the virtual learning community relate to their cognitive receptivity to technological change and innovation. The practical implications for virtual learning in open and distance e-learning contexts are outlined.

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“…Examples of such studies can be found in the domain of classical educational studies, such as Wolters et al (2017) who find that students' self-perceptions of time management are associated with self-perceived motivational and strategic aspects of self-regulated learning. Time management is also investigated in LAbased studies applying trace data, such as in Duffy and Azevedo (2015), who find that learning time invested in self-regulated learning depends on the feedback mode students are put in. However, studies focussing on the timing of learning, rather than the time of learning, seem to be scarce: irrespective of how much time students learn, how do they regulate the timing of learning time, and what antecedents can explain these timing decisions?…”

Section: Self-regulated Learning and The Timing Of Learningmentioning

confidence: 99%

A multi-modal study into students’ timing and learning regulation: time is ticking

Tempelaar

Rienties

Nguyen

2018

ITSE

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How to cite:Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2018). A multi-modal study into students' timing and learning regulation: time is ticking. Interactive Technology and Smart Education, 15(4) pp. 298-313.For guidance on citations see FAQs. ' (Schumacher and Ifenthaler, 2018, p. 397). The use of multi-modal data, which is characterised by two or more distinct types of data, offers new insights into long-standing academic debates that have been addressed in the past with empirical studies based on survey data only. The availability of trace data derived from the use of technology-enhanced learning, trace data of both process and product types (Azevedo et al., 2013), is a crucial aspect in this progress made in analysing learning behaviours. (2015), analysing goal setting survey data in combination with trace data, or Sergis et al. (2018), analysing self-determination based motivational survey data in combination with trace data. A related approach is that of Dispositional Learning Analytics (DLA, Buckingham Shum and Crick, 2012), that proposes an infrastructure that combines learning data (generated in learning activities through technology-enhanced systems) with a broad range of learner data: student dispositions, values, and attitudes measured through self-report surveys. Learning dispositions represent individual difference characteristics that impact all learning processes and include affective, behavioural and cognitive facets (Rienties et al., 2017). Students' preferred learning approaches are examples of such dispositions of both cognitive and behavioural type. In a series of studies (Nguyen et al., 2016;Tempelaar et al., 2015Tempelaar et al., , 2017aTempelaar et al., , 2017bTempelaar et al., , 2018 we have analysed bi-modal data derived from a first-year introductory course mathematics and statistics, offered in blended mode, in which several survey instruments were applied, that cover learning dispositions thought to be important in self-regulated learning. Students' preferences for alternative feedback modes, distinguishing between learners who prefer worked-out examples, tutored problem-solving or untutored problem-solving and investigating the role of learning dispositions as an antecedent of these preferences, was one of the aims of these studies. In our current paper, we continue this line of research, whereby we now focus on learning regulation and especially the timing of learning as part of a self-regulated learning process, and investigate the role of antecedents in this regulation, thereby focussing on antecedents that are part of the framework of embodied motivation (Spector and Park, 2018). Self-regulated learning and the timing of learningThere is an abundance of empirical research investigating learning time in self-regulated learning processes. Examples of such studies can be found in the domain of classical educational studies, such as Wolters et al. (2017) who find that students' self-perceptions of time management are associated with self-perceived motivational and strateg...

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Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system

Cited by 169 publications

References 71 publications

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

Social Collaboration Style Preferences and Cognitive Receptivity to Technological Change and Innovation in Open and Distance e-Learning

A multi-modal study into students’ timing and learning regulation: time is ticking

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