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SOONER Research Meeting: Self-regulated Learning in Technology Enhanced Learning Environments


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On October 9th 2018, SOONER PhD candidates Renée Jansen (Utrecht University) and Martine Schophuizen (Open University NL) organized a research workshop at the Teaching Lab at TU Delft. During this workshop various researchers from Dutch, Flemish and German institutions came together to discuss self-regulated learning in digital and (open) online learning environments.

Published in: Education
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SOONER Research Meeting: Self-regulated Learning in Technology Enhanced Learning Environments

  1. 1. SOONER research meeting: SRL in technology enhanced learning environments Renée Jansen Utrecht University Martine Schophuizen Open University of the Netherlands TU Delft teaching lab, 9th of October 2018
  2. 2. Aim & activities Brainstorm, discuss and share ideas on measuring and supporting SRL in technology enhanced learning environments • Defining SRL • Educational settings • SRL measurement 1/2 • SRL in trace data & coffee break • SRL measurement 2/2 • SRL Interventions • Practical issues • Closing & drinks
  3. 3. Who is who? • Name • Affiliation • Relationship between your work/research/interest and today’s meeting  1 sentence!
  4. 4. Defining Self Regulated Learning Students who self-regulated their learning are metacognitively, motivationally, and behaviorally active participants in their own learning process. - Zimmerman (1986) SRL is an event with four stages: (1) task definition, (2) goal setting and planning, (3) enacting tactics and strategies, and (4) metacognitively adapting studying techniques. - Winne & Hadwin (1998) Students use strategies to control and regulate their learning. Three categories of strategies are: (1) cognitive learning strategies, (2) self-regulatory strategies to control cognition, and (3) resource management strategies - Pintrich (1999) Students’ SRL involves three features: (1) the use of SRL strategies, (2) responsiveness to self-oriented feedback about learning effectiveness, and (3) interdependent motivational processes. - Zimmerman (1990)
  5. 5. Educational settings • What kind of educational settings exist? • How do these differ?
  6. 6. Educational settings Traditional face-2-face Blended Fully online What kind of students do you commonly encounter? Homogeneous or heterogeneous group? What resources are often used? What medium is often used? To what extent is there collaboration? How is structure offered? To what extent is SRL needed? How do you characterize ‘good SRL’ in this environment?
  7. 7. SRL measurement SRL can be measured with self- reports (questionnaires, interviews, think aloud, diary studies), with observations, or with automatically collected data (trace data). • Pick an educational context • How do you think SRL should be measured in that context?
  8. 8. SRL in trace data & coffee break Trace SRL interpretations Researcher s
  9. 9. • Bottom-up approach – First analyze trace data, then link frequently occurring activities / sequences to SRL – Explorative approach • Top-down approach – Link activities / sequences to SRL up front, analyze their occurrence in the trace data Kizilcec, Pérez-Sanagustín, & Maldonado (2017) Analyzing SRL in trace data
  10. 10. SRL in trace data • Look at the definitions of SRL and good SRL behavior we defined earlier. • Can we quantify those based on trace data? • 3 themes: – Blended – Fully Online – Native environment Make it concrete. Problems usually arise when you try to define it exactly… Think of sequences, frequencies etc.
  11. 11. SRL measurement Measuring SRL with self-report measures may have negatives, but measuring SRL with trace data is also not without hurdles. • What would you consider a best practice?
  12. 12. SRL measurement Moving forward… • Should we use trace data for SRL measurement? • Would mixed method research be a solution? • Which data gathering methods to combine? Same grain size or different grain size?
  13. 13. SRL interventions • Who was or is working on an intervention for SRL? – Context/environment – Type of intervention – Outcome measures – Did it work according to plan?
  14. 14. Practical issues • What kinds of practical issues have you encountered, what practical questions do you have? – Platforms – Data – Access to data – Data analysis tools/scripts – Possible interventions?
  15. 15. SOONER research workshop: SRL in technology enhanced learning environments Thank you for joining! Renée Jansen Utrecht University Martine Schophuizen Open University of the Netherlands