Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?

Abstract

Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and task-selection, is effective for improving adolescents' problem-solving posttest performance after self-regulated learning. In these examples, the models used a specific taskselection algorithm in which perceived mental effort and self-assessed performance scores were combined to determine the complexity and support level of the next task, selected from a task database. In the present study we aimed to replicate prior findings and to investigate whether transfer of task-selection skills would be facilitated even more by a more general, heuristic task-selection training than the task-specific algorithm. Transfer of task-selection skills was assessed by having students select a new task in another domain for a fictitious peer student. Results showed that both heuristic and algorithmic training of self-assessment and task-selection skills improved problem-solving posttest performance after a self-regulated learning phase, as well as transfer of task-selection skills. Heuristic training was not more effective for transfer than algorithmic training. These findings show that example-based self-assessment and task-selection training can be an effective and Electronic supplementary material The online version of this article (https://doi.org/10.1007/s11251-017-9434-0) contains supplementary material, which is available to authorized users.

Developing digital multimedia of human anatomy and physiology material based on STEM education

“…This shows that the multimedia developed is very interesting. Some researchers argue that the attractiveness (Crozat et al, 1999) of media such as image and sound selection (Raaijmakers et al, 2018), display resolution (Wang, Wu, & Wang, 2009), layouting (Bahar, Aydin, & Karakirik, 2009;Fitriani, Adisyahputra, & Komala, 2018), and display balance (Siagian, Mursid, & Wau, 2014) need to be considered in order to focus the user's learning attention. Material expert validation as described in Table 5 shows that the five elements of assessment include the completeness of the material, the order of the material, and the concept described as very valid valid (≥81%) while the element of conceptual accuracy and contextual application is classified as valid (75%).…”

Effects of self-assessment feedback on self-assessment and task-selection accuracy

“…The video modeling examples were screen recordings created with Camtasia Studio (cf. Kostons et al 2012;Raaijmakers et al 2018). The video modeling examples showed a computer screen recording with voice over of the model (see Table 1) performing a problem-solving task (at the first or second level of complexity, see Table 1) by writing out the solution to each step that s/he was able to complete.…”

“…In two experiments, participants first received self-assessment and task-selection training with video modeling examples (cf. Kostons et al 2012;Raaijmakers et al 2018), then engaged in problem-solving and self-assessment during a learning phase in which they received self-assessment feedback, followed by problem-solving and self-assessment during a test phase in which the feedback was no longer present. The primary outcome measures were self-assessment accuracy during the test phase (i.e., with no feedback present), and task-selection accuracy (because self-assessment accuracy is considered a necessary condition for task-selection accuracy, task-selection accuracy would be expected to improve from improved self-assessment accuracy).…”

Improving students’ metacognitive awareness through implementing learning journal

“…Habituated of learning journals in the process of learning in experimental class according to the statement Kallio et al (2018); Okoza et al 2013; Raaijmakers et al (2018); Tzohar-Rozen and Kramarski (2014) are also able to teach and nurture the sensitivity and awareness of students in comprehensively seeing how they learn. This kind of self-Improving students' metacognitive awareness … 109 regulation are important for students in reflecting and monitoring their learning activities.…”

“…This happens because in the control class students are not accustomed to writing and identifying how they learn consequently the metacognitive dimension can not effectively develop in the learning process. In fact, to be able to increase metacognitive awareness required a strategic step that develops into good habits (Lajeng, 2017;Lukitasari et al, 2014;Panchu et al, 2016a;Raaijmakers et al, 2018;Schraw & Graham, 1997;Tanner, 2012).…”