Self-Regulated Learning Processes And Multiple Source Use In And Out Of School

Greene, Jeffrey A.; Copeland, Dana Z.; Deekens, Victor M.; Freed, Rebekah

doi:10.4324/9781315627496-19

Cited by 3 publications

(2 citation statements)

References 1 publication

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“…Since component SRL models focus intensively on the interrelationships between cognitive, metacognitive, motivational, and emotional components of SRL ( Zeidner et al, 2000 ), they are well-suited to describing students’ learning processes in TELEs, as educational researchers tend to examine the design, computational, cognitive, social/cultural, and epistemological aspects of digital technologies ( Balacheff et al, 2009 ). Strong emphasis is placed on students’ self-regulated learning strategies that have recently been differentiated for digital mathematics learning (e.g., Lai and Hwang, 2016 ; Greene et al, 2018 ): While cognitive SRL strategies focus mainly on repetition, elaboration, and organization of students’ mathematical learning processes ( Pintrich and Garcia, 1994 ), metacognitive strategies focus on students’ planning, monitoring, and regulation skills ( Zimmerman, 2000 ). Regarding metacognition as a core component of SRL, students need to know the how (procedural knowledge) , when (conditional knowledge), and why (declarative knowledge) to use mathematical procedures/strategies suitable for solving mathematical tasks in every learning environment ( Winne and Azevedo, 2014 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Influence of primary students’ self-regulated learning profiles on their rating of a technology-enhanced learning environment for mathematics

Bednorz

Bruhn

2023

Front. Psychol.

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The importance of learning technologies for mathematics education is increasing as new opportunities arise for mathematics education for all students, in school and at home. These so-called technology-enhanced learning environments (TELEs) incorporating technology with mathematical content are useful for developing mathematical knowledge and can simultaneously foster self-regulated learning (SRL) and motivational learning in mathematics. However, how do primary students’ differences in their SRL and motivation affect their rating of the quality of mathematical TELEs? To answer this research question, we asked third and fourth-grade primary students (n = 115) to evaluate both their SRL, including metacognition and motivation, and the quality characteristics of the ANTON application, a frequently and intensively used TELE in Germany. Using a person-centered research approach by conducting a cluster analysis, we identified three SRL profiles of primary students—motivated self-learners, non-motivated self-learners, and average motivated non-self-learners—who differ in their ratings of the quality characteristics of the TELE (output variables). Our results highlight that motivated self-learners and non-motivated self-learners vary significantly in their rating of the adequacy of the TELE to their mathematical learning and highly but not significantly concerning the TELE’s reward system. Moreover, differences existed between the motivated self-learners and the average motivated non-self-learners regarding their rating of the characteristic differentiation. Based on these findings, we assume that technical elements associated with adequacy, differentiation, and rewards of mathematical TELEs should be tailorable to the needs of individuals and groups of primary schoolchildren.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Influence of primary students’ self-regulated learning profiles on their rating of a technology-enhanced learning environment for mathematics

Bednorz

Bruhn

2023

Front. Psychol.

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“…Given that "using peripheral cues is the rule of web use, not the exception" (Fogg et al, 2003, p. 12), this raises significant questions about the opportunities for information consumers to evaluate information in a meaningful way. As argued in a recent paper linking self-regulated learning to using multiple sources, the learner has to know when to invoke the appropriate skills and be willing to do so (Greene et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Beauty is Truth, Truth Beauty: Students’ Assessment of Credibility in Online Materials

St Clair,

Shirdel Pour,

Nahachewsky

2023

IJEDE

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This study discusses the findings of a survey designed to capture students’ allocations of credibility to online materials resembling social media posts. The survey respondents were 1,019 undergraduate students at a medium-sized Canadian university. The students came from a range of programs and years of study in those programs. The survey instrument presented varying stimuli to students to see how their scores varied, and then asked students to explain their scoring. A number of significant dynamics emerged, such as the students’ tendency to give lower credibility scores to poorly presented information, even if the information was factual, and to explain information by referring to previous knowledge. These dynamics varied little by area or year of study, which suggests that presentation should be recognized as a powerful heuristic in online credibility assessment. Keywords: credibility, social media, undergraduate, survey research La beauté est la vérité , la vérité est la beauté : L'évaluation par les étudiants de la crédibilité des documents en ligne Résumé : Cette étude présente les résultats d'une enquête visant à déterminer la crédibilité que les étudiants accordent aux documents en ligne ressemblant à des messages de médias sociaux. Les répondants à l'enquête étaient 1 019 étudiants de premier cycle d'une université canadienne de taille moyenne. Les étudiants provenaient d'un éventail de programmes et de différentes années d'études dans ces programmes. L'instrument d'enquête présentait différents stimuli aux étudiants afin de voir comment leurs scores variaient, et demandait ensuite aux étudiants d'expliquer leur notation. Un certain nombre de dynamiques significatives sont apparues, telles que la tendance des étudiants à accorder des scores de crédibilité plus faibles aux informations mal présentées, même lorsqu'elles sont factuelles, et à expliquer les informations en se référant à des connaissances antérieures. Ces dynamiques varient peu en fonction du domaine ou de l'année d'étude, ce qui suggère que la présentation devrait être reconnue comme une heuristique puissante dans l'évaluation de la crédibilité en ligne. Mots-clés : crédibilité, médias sociaux, premier cycle universitaire, enquête de recherche

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SR-WMS: A Typology of Self-Regulation in Writing from Multiple Sources

Raković

Winne

2022

Advances in Analytics for Learning and Teaching

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Self-Regulated Learning Processes And Multiple Source Use In And Out Of School

Cited by 3 publications

References 1 publication

Influence of primary students’ self-regulated learning profiles on their rating of a technology-enhanced learning environment for mathematics

Influence of primary students’ self-regulated learning profiles on their rating of a technology-enhanced learning environment for mathematics

Beauty is Truth, Truth Beauty: Students’ Assessment of Credibility in Online Materials

SR-WMS: A Typology of Self-Regulation in Writing from Multiple Sources

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