Self -regulated learning: The role of a journal in the learning process for students and teachers

A fundamental goal of education is to equip students with self-regulatory capabilities that enable them to educate themselves. Self directedness not only contributes to success in formal instruction but also promotes lifelong learning (Bandura, 1997). The area of research on self-regulated learning is well grounded within the framework of psychological literature attributed to motivation, metacognition, strategy use and learning. This study explored past research and established the purpose of teaching students to self-regulate their learning and highlighted the fact that teachers are expected to assume a major role in the learning process. A student reflective writing journal activity was sustained for a period of two semesters in two fourth-grade mathematics classrooms. The reflective writing journal was analyzed in search of identifying strategies reported by students. Research questions were analyzed using descriptive statistics, frequency counts, cross-tabs and chi-square analyses. ^ Results based on student-use of the journals and teacher interviews indicated that the use of a reflective writing journal does promote self-regulated learning strategies to the extent which the student is engaged in the journaling process. Those students identified as highly self-regulated learners on the basis of their strategy use, were shown to consistently claim to learn math “as well or better than planned” on a weekly basis. Furthermore, good self-regulators were able to recognize specific strategies that helped them do well and change their strategies across time based on the planned learning objectives. The perspectives of the participating teachers were examined in order to establish the context in which the students were working. The effect of “planned change” and/or the resistance to change as established in previous research, from the teachers point of view, was also explored. The analysis of the journal data did establish a significant difference between students who utilized homework as a strategy. ^ Based on the journals and interviews, this study finds that the systematic use of metacognitive, motivational and/or learning strategies can have a positive effect on student's responsiveness to their learning environment. Furthermore, it reflects that teaching students “how to learn” can be a vital part of the effectiveness of any curriculum. ^

Students' recollections of participating in a first year residential learning community experience

The purpose of this qualitative study was to gain an understanding of what participation in a first year residential learning community meant to students 2-3 years after their involvement in the program. Various theories including environmental, student involvement, psychosocial and intellectual, were used as a framework for this case study. Each of the ten participants was a junior or senior level student at the time of the study, but had previously participated in a first year residential learning community at Florida International University. The researcher held two semi-structured interviews with each participant, and collected data sheets from each. The narrative data produced from the interviews were transcribed, coded and analyzed to gain insights into the experiences and perspectives of the participants. Member checking was used after the interview process. A peer reviewer offered feedback during the data analysis. The resulting data was coded into categories, with a final selection of four themes and 15 sub-themes, which captured the essence of the participants' experiences. The four major themes included: (a) community, (b) involvement, (c) identity, and (d) academics. The community theme is used to describe how students perceived the environment to be. The involvement theme is used to describe the students' participation in campus life and their interaction with other members of the university community. The identity theme is used to describe the students' process of development, and the personal growth they underwent as a result of their experiences. The academics theme refers to the intellectual development of students and their interaction around academic issues. The results of this study showed that the participants valued greatly their involvement in the First Year Residents Succeeding Together program (FYRST) and can articulate how it helped them succeed as students. In describing their experience, they most recall the sense of community that existed, the personal growth they experienced, the academic development process they went through, and their involvement, both with other people and with activities in their community. Recommendations are provided for practice and research, including several related to enhancing the academic culture, integrating faculty, utilizing peer influence and providing further opportunities to create a seamless learning environment.

Transformational learning-environments in the post-secondary classroom: through the experience of indigenous women

This study investigated the physical, mental, emotional, and spiritual aspects of transformational learning, including the elements, attributes, factors, and catalysis of the transformational learning environment, as Indigenous women experienced them in the Indigenous Studies 3040H: The Meaning of Work in the Contemporary World (INDG 3040H) course at Trent University. Using a holistic model developed in connection with the Medicine Wheel an Indigenous epistemology is integrated into the study. Qualitative interviews were conducted with eight Indigenous women. The data collected from the interviews indicated that for Indigenous women, the transformational learning environment of the post-secondary classroom is heavily connected to the relationship students develop with themselves, their peers, and the faculty member alongside the content of the course.

National, inter-institutional, graduate modules – blended learning approaches for PhD education in Ireland

This paper is a case study that describes the design and delivery of national PhD lectures with 40 PhD candidates in Digital Arts and Humanities in Ireland simultaneously to four remote locations, in Trinity College Dublin, in University College Cork, in NUI Maynooth and NUI Galway. Blended learning approaches were utilized to augment traditional teaching practices combining: face-to-face engagement, video-conferencing to multiple sites, social media lecture delivery support – a live blog and micro blogging, shared, open student web presence online. Techniques for creating an effective, active learning environment were discerned via a range of learning options offered to students through student surveys after semester one. Students rejected the traditional lecture format, even through the novel delivery method via video link to a number of national academic institutions was employed. Students also rejected the use of a moderated forum as a means of creating engagement across the various institutions involved. Students preferred a mix of approaches for this online national engagement. The paper discusses successful methods used to promote interactive teaching and learning. These included Peer to peer learning, Workshop style delivery, Social media. The lecture became a national, synchronous workshop. The paper describes how allowing students to have a voice in the virtual classroom they become animated and engaged in an open culture of shared experience and scholarship, create networks beyond their institutions, and across disciplinary boundaries. We offer an analysis of our experiences to assist other educators in their course design, with a particular emphasis on social media engagement.

AR-based Technoself Enhanced Learning Approach to Improving Student Engagement

The emerging technologies have expanded a new dimension of self – ‘technoself’ driven by socio-technical innovations and taken an important step forward in pervasive learning. Technology Enhanced Learning (TEL) research has increasingly focused on emergent technologies such as Augmented Reality (AR) for augmented learning, mobile learning, and game-based learning in order to improve self-motivation and self-engagement of the learners in enriched multimodal learning environments. These researches take advantage of technological innovations in hardware and software across different platforms and devices including tablets, phoneblets and even game consoles and their increasing popularity for pervasive learning with the significant development of personalization processes which place the student at the center of the learning process. In particular, augmented reality (AR) research has matured to a level to facilitate augmented learning, which is defined as an on-demand learning technique where the learning environment adapts to the needs and inputs from learners. In this paper we firstly study the role of Technology Acceptance Model (TAM) which is one of the most influential theories applied in TEL on how learners come to accept and use a new technology. Then we present the design methodology of the technoself approach for pervasive learning and introduce technoself enhanced learning as a novel pedagogical model to improve student engagement by shaping personal learning focus and setting. Furthermore we describe the design and development of an AR-based interactive digital interpretation system for augmented learning and discuss key features. By incorporating mobiles, game simulation, voice recognition, and multimodal interaction through Augmented Reality, the learning contents can be geared toward learner's needs and learners can stimulate discovery and gain greater understanding. The system demonstrates that Augmented Reality can provide rich contextual learning environment and contents tailored for individuals. Augment learning via AR can bridge this gap between the theoretical learning and practical learning, and focus on how the real and virtual can be combined together to fulfill different learning objectives, requirements, and even environments. Finally, we validate and evaluate the AR-based technoself enhanced learning approach to enhancing the student motivation and engagement in the learning process through experimental learning practices. It shows that Augmented Reality is well aligned with constructive learning strategies, as learners can control their own learning and manipulate objects that are not real in augmented environment to derive and acquire understanding and knowledge in a broad diversity of learning practices including constructive activities and analytical activities.

Students’ Use of Knowledge Resources in Environmental Interaction on an Outdoor Learning Trail

This study examined how students leveraged different types of knowledge resources on an outdoor learning trail. We positioned the learning trail as an integral part of the curriculum with a pre- and post-trail phase to scaffold and to support students’ meaning-making process. The study was conducted with two classes of secondary two students. We coded two groups’ discourse to examine the use of knowledge resource types in the meaning-making process in an outdoor learning setting: contextual resource, new conceptual resource, prior knowledge resource, as well as the relationship among these knowledge resource types. Next, we also examined environmental interaction and integration in the students’ use of these knowledge resource types. Analysis showed that contextual resources are chiefly instrumental in fostering students’ capacity to harness new conceptual resource and to activate prior knowledge resource in interacting with and integrating the outdoor learning environment in the meaning-making process.

Designing Massive Open Online Learning Processes: The importance of the social element

This is a pre-print for personal use only. Please refer to the Springer website for the official, published version http://www.springer.com/978-3-662-52923-2

Predicting Student Performance and Differences in Learning Styles based on Textual Complexity Indices applied on Blog and Microblog Posts

Social media tools are increasingly popular in Computer Supported Collaborative Learning and the analysis of students' contributions on these tools is an emerging research direction. Previous studies have mainly focused on examining quantitative behavior indicators on social media tools. In contrast, the approach proposed in this paper relies on the actual content analysis of each student's contributions in a learning environment. More specifically, in this study, textual complexity analysis is applied to investigate how student's writing style on social media tools can be used to predict their academic performance and their learning style. Multiple textual complexity indices are used for analyzing the blog and microblog posts of 27 students engaged in a project-based learning activity. The preliminary results of this pilot study are encouraging, with several indexes predictive of student grades and/or learning styles.

Designing and Developing Digital and Blended Learning Solutions

The continuous advancement in computing, together with the decline in its cost, has resulted in technology becoming ubiquitous (Arbaugh, 2008, Gros, 2007). Technology is growing and is part of our lives in almost every respect, including the way we learn. Technology helps to collapse time and space in learning. For example, technology allows learners to engage with their instructors synchronously, in real time and also asynchronously, by enabling sessions to be recorded. Space and distance is no longer an issue provided there is adequate bandwidth, which determines the most appropriate format such text, audio or video. Technology has revolutionised the way learners learn; courses are designed; and ‘lessons’ are delivered, and continues to do so. The learning process can be made vastly more efficient as learners have knowledge at their fingertips, and unfamiliar concepts can be easily searched and an explanation found in seconds. Technology has also enabled learning to be more flexible, as learners can learn anywhere; at any time; and using different formats, e.g. text or audio. From the perspective of the instructors and L&D providers, technology offers these same advantages, plus easy scalability. Administratively, preparatory work can be undertaken more quickly even whilst student numbers grow. Learners from far and new locations can be easily accommodated. In addition, many technologies can be easily scaled to accommodate new functionality and/ or other new technologies. ‘Designing and Developing Digital and Blended Learning Solutions’ (5DBS), has been developed to recognise the growing importance of technology in L&D. This unit contains four learning outcomes and two assessment criteria, which is the same for all other units, besides Learning Outcome 3 which has three assessment criteria. The four learning outcomes in this unit are: • Learning Outcome 1: Understand current digital technologies and their contribution to learning and development solutions; • Learning Outcome 2: Be able to design blended learning solutions that make appropriate use of new technologies alongside more traditional approaches; • Learning Outcome 3: Know about the processes involved in designing and developing digital learning content efficiently and what makes for engaging and effective digital learning content; • Learning Outcome 4: Understand the issues involved in the successful implementation of digital and blended learning solutions. Each learning outcome is an individual chapter and each assessment unit is allocated its own sections within the respective chapters. This first chapter addresses the first learning outcome, which has two assessment criteria: summarise the range of currently available learning technologies; critically assess a learning requirement to determine the contribution that could be made through the use of learning technologies. The introduction to chapter one is in Section 1.0. Chapter 2 discusses the design of blended learning solutions in consideration of how digital learning technologies may support face-to-face and online delivery. Three learning theory sets: behaviourism; cognitivism; constructivism, are introduced, and the implication of each set of theory on instructional design for blended learning discussed. Chapter 3 centres on how relevant digital learning content may be created. This chapter includes a review of the key roles, tools and processes that are involved in developing digital learning content. Finally, Chapter 4 concerns delivery and implementation of digital and blended learning solutions. This chapter surveys the key formats and models used to inform the configuration of virtual learning environment software platforms. In addition, various software technologies which may be important in creating a VLE ecosystem that helps to enhance the learning experience, are outlined. We introduce the notion of personal learning environment (PLE), which has emerged from the democratisation of learning. We also review the roles, tools, standards and processes that L&D practitioners need to consider within a delivery and implementation of digital and blended learning solution.

Relação supervisiva e desenvolvimento da identidade profissional: acompanhamento das práticas clínicas dos estudantes de enfermagem

Este estudo centrou-se num Curso de Licenciatura em Enfermagem e teve como objetivo compreender a influência da relação supervisiva no desenvolvimento da identidade profissional dos estudantes. Os eixos estruturantes que suportam esta investigação e que concorrem para a definição do seu objeto de estudo articulam-se em torno da relação supervisiva, do desenvolvimento de competências profissionais e do desenvolvimento da identidade pessoal e profissional em contexto clínico. A formação desenvolvida através da prática clínica destina-se a preparar indivíduos de acordo com a atual realidade socioprofissional, onde os sujeitos, independentemente da singularidade de cada um, desenvolvem saberes adquiridos em sala de aula. Quando comparada com o espaço escolar, a aprendizagem em contexto clínico é condicionada por fatores que se caraterizam por maior imprevisibilidade e obriga frequentemente o estudante a confrontar-se com situações únicas e impares. A identidade dos estudantes torna-se assim construída e vivida a partir de um conjunto de dimensões que ocorrem no decurso das vivências clínicas. Metodologicamente optou-se por um estudo etnográfico no âmbito do paradigma qualitativo, numa abordagem longitudinal segundo a lógica do estudo de caso. A natureza dos dados a recolher englobou ainda o recurso a procedimentos de natureza quantitativa. Como técnica de recolha de dados recorremos à observação participante, entrevistas semiestruturadas e questionários. O estudo desenvolveu-se numa Escola Superior de Enfermagem da Zona Norte do país e fizeram parte da população 69 estudantes de uma turma de segundo ano, quatro tutores e um professor. O plano de estudo da referida escola está organizado de forma a que a aprendizagem dos estudantes seja progressivamente integradora de saberes interligando a componente teórica com a componente prática. Assim, os ensinos clínicos estão distribuídos entre o 2º e o 4º ano. Da análise e discussão dos dados e subsequentes conclusões ressalta que, quer a relação supervisiva, quer os contextos clínicos, foram influenciadores do desenvolvimento de competências profissionais, bem como da identidade pessoal e profissional dos estudantes. Verificamos que os dois contextos clínicos estudados – medicina e cirurgia – favoreceram o desenvolvimento de competências distintas, no entanto complementares. Tornou-se visível que, os supervisores do contexto de medicina, possuidores de uma visão holística da profissão de enfermagem, promoveram nos estudantes uma visão integradora do doente, resultante de uma contínua atitude reflexiva sobre a Pessoa Humana. Por sua vez, no contexto de cirurgia, caraterizada por intervenções mais invasivas e mais centradas no tratar, as competências mais valorizadas pelos tutores, embora que de uma forma não verbalmente assumida, foram do domínio técnicocientífico, com especial relevo pelas competências instrumentais.

Playing for Real: Designing Alternate Reality Games in Learning Contexts

Alternate Reality Game (ARG) represent a new genre of transmedia practice where players hunt for scattered clues, make sense of disparate information, and solve puzzles to advance an ever-evolving storyline. Players participate in ARGs using multiple communications technologies, ranging from print materials to mobile devices. However, many interaction design challenges must be addressed to weave these everyday communication tools together into an immersive, participatory experience. Transmedia design is not an everyday process. Designers must create and connect story bits across multiple media (video, audio, text) and multiple platforms (phones, computers, physical spaces). Furthermore, they must engage with players of varying skill levels. Few studies to-date have explored the design process of ARGs in learning contexts. Fewer still have focused on challenges involved in designing for youth (13-17 years old). In this study, I explore the process of designing ARGs as vehicles for promoting information literacy and participatory culture for adolescents (13-17 years old). Two ARG design scenarios, distinguished by target learning environment (formal and informal context) and target audience (adolescents), comprise the two cases that I examine. Through my analysis of these two design cases, I articulate several unique challenges faced by designers who create interactive, transmedia stories for – and with – youth. Drawing from these design challenges, I derive a repertoire of design strategies that future designers and researchers may use to create and implement ARGs for teens in learning contexts. In particular, I propose a narrative design framework that allows for the categorization of ARGs as storytelling constructs that lie along a continuum of participation and interaction. The framework can serve as an analytic tool for researchers and a guide for designers. In addition, I establish a framework of social roles that designers may employ to craft transmedia narratives before live launch and to promote and scaffold player participation after play begins. Overall, the contributions of my study include theoretical insights that may advance our understanding of narrative design and analysis as well as more practical design implications for designers and practitioners seeking to incorporate transmedia features into learning experiences that target youth.

Students' perceptions about assessment using an e-learning platform.

SCAP’s Information Systems Department is composed of about twenty teachers who have, for several years, been using an e-learning environment (Moodle) combined with traditional assessment. A new e-assessment strategy was implemented recently in order to evaluate a practical topic, the use of spreadsheets to solve management problems. This topic is common to several courses of different undergraduate degree programs. Being e-assessment an outstanding task regarding theoretical topics, it becomes even more challenging when the topics under evaluation are practical. In order to understand the implications of this new type of assessment from the viewpoint of the students, questionnaires and interviews were undertaken. In this paper the analysis of the questionnaires are presented and discussed.

Self-regulated learning in computer programming : strategies students adopted during an assignment

The SimProgramming teaching approach has the goal to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming and prepare them for real-world labour environments, adopting learning strategies. It immerses learners in a businesslike learning environment, where students develop a problem-based learning activity with a specific set of tasks, one of which is filling weekly individual forms. We conducted thematic analysis of 401 weekly forms, to identify the students’ strategies for self-regulation of learning during assignment. The students are adopting different strategies in each phase of the approach. The early phases are devoted to organization and planning, later phases focus on applying theoretical knowledge and hands-on programming. Based on the results, we recommend the development of educational practices to help students conduct self-reflection of their performance during tasks.

Self-regulated learning in higher education : strategies adopted by computer programming students

Trabalho apresentado em PAEE/ALE’2016, 8th International Symposium on Project Approaches in Engineering Education (PAEE) and 14th Active Learning in Engineering Education Workshop (ALE)

Perceived learning environments and metacognitive strategy knowledge at the upper secondary school level

There is evidence that students benefit from teachers’ explicit fostering of metacognitive strategy knowledge (MSK). However, there is insufficient understanding about the effect of implicit promotion of MSK in regular school instruction. This study investigates the relationship between perceived characteristics of learning environments (social climate, support, autonomy, self-reflection) and students’ MSK. A representative cohort of students (Nt1 = 1,272/Nt2 = 1,126) in Grades 10 and 11 at schools at the upper secondary education level (ISCED Level 3A) in Switzerland participated in this two-wave longitudinal study. Multilevel analysis showed effects on both the individual and the class level. Students who experienced higher social integration showed a higher extent of MSK at the beginning of the school year than students who experienced less social integration. Perceived autonomy was also positively related to students’ MSK on the individual level. In contrast, the results showed a negative relationship between perceived self-reflection and students’ MSK. On the class level, there was a negative relationship between self-reflection and students’ MSK. Teachers’ support did not correlate with students’ MSK on either the individual or the class level. Implications of these results for education and further studies are discussed. (DIPF/Orig.)