1 / 19

Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)

The Self-Regulated Learning Cycle with Hypermedia: Stable Between T asks?. Daniel C. Moos, PhD Amanda Miller (Elementary Teacher). Overview. Introduction Context Theoretical Frameworks Rationale of study Overview of Study Method & procedure Results

althea
Download Presentation

Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Self-Regulated Learning Cycle with Hypermedia: Stable Between Tasks? Daniel C. Moos, PhD Amanda Miller (Elementary Teacher)

  2. Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 Overview • Introduction • Context • Theoretical Frameworks • Rationale of study • Overview of Study • Method & procedure • Results • Discussion: Theoretical & Methodological implications • Acknowledgements

  3. Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 Context: Hypermedia Learning Non-linear Multiple Representations

  4. Theoretical Frameworks(I) Social Cogntive Approach (Schunk & Zimmerman, 1997; Zimmerman, 2000) )

  5. Theoretical Frameworks(II) Information and Processing Approach (Winne & Hadwin,1998)

  6. Theoretical Frameworks(III) Pintrich (2000) AREAS Prior knowledge activation Time and effort planning Perception of task/context Task interest Monitoring of motivation Monitoring changing context Metacognitive monitoring Monitoring of time, effort Selection of strategies Strategy selection for managing motivation Behavioral strategies, such as help-seeking Contextual choices Cognitive judgments Affective reactions Behavioral reflection Evaluate task/context

  7. Theoretical Frameworks(IV) • Different models, shared assumptions: • Idiosyncratic goals are constructed; self-regulated learning is a proactive, constructive process • Cognition, behavior, and motivation can be potentially monitored and regulated • Behavior is goal-directed and can be modified to achieve a desired goal • “Dynamic”; “Event”; “Recursive” • Empirical support for theoretical assumptions • Differences between and within learners

  8. “Knowledge acquisition” (Moos & Azevedo, 2008)

  9. “Knowledge verification” (Moos & Azevedo, 2008)

  10. Rationale • SRL highly predictive of learning outcomes in variety of contexts with various developmental groups (Bembenutty, 2011; Butler, Cartier, Schnellert, 2011; Cleary & Sandars, 2011; Cleary & Platten, 2013; DiBenedetto & Bembenutty, 2013; McPherson & Renwick, 2011; Schunk & Zimmerman, 2013); particularly with hypermedia (Azevedoet al. 2012; Greene et al. 2013; Moos& Stewart, 2013) • Differences between students’ SRL and individual changes within learning tasks • Stability of SRL processes across tasks for individual students?

  11. Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 Research Questions

  12. Participants & Measures • Participants (N = 37) • Pre-service teachers from a Midwest college • 32 females (86%) and 5 females (14%) • Measures • Mental Model Essays (Azevedo & Cromley, 2005; Chi, 2005): Prior domain knowledge and learning outcomes for two topics • Motivated Strategies for Learning Questionnaire(MSLQ; Pintrich et al., 1991): Self-efficacy, intrinsic motivation, extrinsic motivation, task value, control beliefs • Concurrent Think-Aloud protocol (Ericsson, 2006): SRL during learning (Azevedo & Cromley, 2004; Pintrich, 2000; Winne & Hadwin, 1998; Zimmerman & Schunk, 2001)

  13. Procedure • Procedure for each learning task • Participants individually run • Each participant completed two learning task (order counterbalanced) Pretest Walkthrough & Directions MSLQ Hypermedia (Circulatory/ Constructivism) Posttest Data Prior Knowledge Motivation Learning Outcomes SRL

  14. Results (I) Expectancy X Value (Eccles & Wigfield, 20002)

  15. Results (II)

  16. Discussion • Changes in learning task content can affect first phase of SRL (motivation) • Do changes in the first phase affect subsequent SRL phases? Maybe, Maybe Not

  17. Discussion • Role of Individualized Feedbackthat accounts for the dynamic nature of SRL: “Skill” (capacity) and “Will” (motivation) • What factors affect the dynamic relationship between phases? • Are there more stable, trait-like SRL processes?

  18. Limitations & Future Directions • Methodological challenges: Triangulating with multiple measures and using combination methods (e.g., SRL microanalysis; Cleary, Callan, & Zimmerman, 2012) • Longitudinal data: Some SRL processes change over longer periods of time • Developmental and/or knowledge factors • Sample size

More Related