Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences

Carpenter, Shana K.; Endres, Tino; Hui, Luotong

doi:10.1007/s10648-020-09562-w

Cited by 51 publications

(32 citation statements)

References 119 publications

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“…Research has shown consistently that interleaved practice is more effective than blocked practice (see Yan et al 2016, for a review). Although learners gave higher effort appraisals to interleaved practice, as expected, they evaluated interleaved practice as being less effective, and chose it less often as the preferred strategy for future study (see also Carpenter et al 2020, regarding the interpretation of higher effort associated with retrieval practice as indicating ineffective learning). It is important to note that at least the question provided as an example in the paper emphasized strenuous task aspects compared with the effort item typically used in CLT research.…”

Section: Subjective Effort Measuresmentioning

confidence: 64%

Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?

2020

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A central factor in research guided by the Cognitive Load Theory (CLT) is the mental effort people invest in performing a task. Mental effort is commonly assessed by asking people to report their effort throughout performing, learning, or problem-solving tasks. Although this measurement is considered reliable and valid in CLT research, metacognitive research provides robust evidence that self-appraisals of performance are often biased. In this review, we consider the possibility that mental effort appraisals may also be biased. In particular, we review signs for covariations and mismatches between subjective and objective measures of effort. Our review suggests that subjective and most objective effort measures appear reliable and valid when evaluated in isolation, because they discriminate among tasks of varying complexity. However, not much is known about their mutual correspondence—that is, whether subjective measures covariate with objective measures. Moreover, there is evidence that people utilize heuristic cues when appraising their effort, similar to utilization of heuristic cues underlying metacognitive appraisals of performance. These cues are identified by exposing biases—mismatch in effects of cue variations on appraisals and performance. The review concludes with a research agenda in which we suggest applying the well-established methodologies for studying biases in self-appraisals of performance in metacognitive research to investigating effort appraisals. One promising method could be to determine the covariation of effort appraisals and objective effort measures as an indicator of the resolution of effort appraisals.

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Section: Subjective Effort Measuresmentioning

confidence: 64%

Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?

2020

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“…The effort monitoring and regulation framework (De Bruin et al 2020) also proposes that self-regulated learning can be impaired when learners misinterpret their invested mental effort. That is, although high mental effort is not necessarily indicative of poor learning, learners tend to judge their learning as low when experiencing high mental effort (e.g., Baars et al 2014Dunlosky et al 2006;Koriat et al 2009;Schleinschok et al 2017; see also Baars et al 2020;Carpenter et al 2020). Hence, because learners' invested mental effort is a salient but not inevitably predictive cue of their comprehension, they need to be supported in correctly interpreting or neglecting this cue.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the framework suggests that learners sometimes misinterpret cues, in particular, their invested mental effort. Research has indicated that, although high mental effort does not necessarily indicate that learning is ineffective, learners tend to judge their learning as low when they experience high mental effort (e.g., Baars et al 2014Dunlosky et al 2006;Koriat et al 2009;Schleinschok et al 2017; see also Baars et al 2020;Carpenter et al 2020). Hence, learners are confronted with the difficulty that their invested mental effort is a salient but not necessarily predictive cue of their actual learning and particularly their deeper comprehension.…”

Section: The Role Of Cue Utilization For Relative Metacomprehension Amentioning

confidence: 99%

To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights

2020

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This meta-analysis investigated the extent to which relative metacomprehension accuracy can be increased by interventions that aim to support learners’ use of situation-model cues as a basis for judging their text comprehension. These interventions were delayed-summary writing, delayed-keywords listing, delayed-diagram completion, self-explaining, concept mapping, rereading, and setting a comprehension-test expectancy. First, the general effectiveness of situation-model-approach interventions was examined. The results revealed that, across 28 effect sizes (comprising a total of 2,236 participants), situation-model-approach interventions exerted a medium positive effect (g = 0.46) on relative metacomprehension accuracy. Second, the interventions were examined individually. The results showed that, with the exception of self-explaining, each intervention had a significant positive effect on relative metacomprehension accuracy. Yet, there was a tendency for setting a comprehension-test expectancy to be particularly effective. A further meta-analysis on comprehension in the selected studies revealed that, overall, the situation-model-approach interventions were also beneficial for directly improving comprehension, albeit the effect was small. Taken together, the findings demonstrate the utility of situation-model-approach interventions for supporting self-regulated learning from texts.

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“…In relation to tracking student learning, technology has been used widely in student assessment. However, emergent research suggests that although technology can be used to support self-assessment and reproduction (Carpenter et al, 2020;Gillett-Swan, 2017), and can help pupils retain key ideas and knowledge, technological quizzes and games are not always a replacement for existing forms of assessment (Kearns, 2012;Wong et al, 2019), and there is still a need for support, particularly in the area of proctoring/invigilation (Cote et al, 2016;Ngo et al, 2020;Seppälä, 2020). Accordingly, educational leaders and policy makers should carefully consider the suitability and efficacy of available digital tools, resources and infrastructure before implementing them into curricula and practice during the current pandemic.…”

Section: Using Technology To Track Student Learningmentioning

confidence: 99%

Australian Strategic Partnerships in Remote Education

Nietschke¹

2021

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

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Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences

Cited by 51 publications

References 119 publications

Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?

Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?

To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights

Australian Strategic Partnerships in Remote Education

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