Promoting self-regulated learning in web-based learning environments Narciss, S., Proske, A. & Koerndle, H. (2007). Promoting self-regulated learning in web- based learning environments. Computers in Human Behavior, 23(3), Presenter: Hsiao-lan Lee Professor: Ming-Puu Chen Date: 12 / 01 / 2008

2 Introduction (1/2) The process of learning in web-based learning environments involves risks due to: 1.the non-linearity of web-based documents 2.the learner’s own knowledge deficiencies with regard to content and strategy Efficient learning is only guaranteed if learners actively engage in processing learning material. Self-regulated learning with the Internet or hypermedia requires: 1.cognitive learning strategies 2.specific and general meta-cognitive strategies

3 Introduction (2/2) The purposes of this paper are to 1.present psychologically sound approaches to promoting self-regulated learning with web-based learning environments 2.illustrate how to integrate such approaches to foster self- regulated learning 3.report the results of a study

4 Challenges of self-regulated web-based learning Self-regulated learning refers to a learning situation. –these demands efficiently require not only task or content- related cognitive strategies, but also general and specific meta-cognitive strategies.

5 Study2000 (1/5) Research in the field of self-regulated learning reveals that many learners fail to control and regulate their learning activities with hypermedia systems. Study2000 project can implement psychologically sound measures to promote: 1.active and elaborated learning activities 2.meta-cognitive activities in a web-based learning environment Two broad categories of instructional interventions: 1.Embedded instructional interventions: orientation and navigation support 2.Non-embedded instructional interventions: psychologically sound active learning tools

6 Study2000 (2/5) Orientation and navigation – the Study Desk-interface Study Desk = a web-based learning environment = a working space for learning and studying ❶ ❷ ❸ ❹ ❹

7 Study2000 (3/5) Active elaborated learning – active learning and elaboration tools

8 Study2000 (4/5) Monitoring and evaluation – learning tasks with feedback, progress report

9 Study2000 (5/5) Informative Tutoring Feedback Informative tutoring feedback (ITF) refers to feedback types which provide strategically useful information for successful task completion.

10 Method Participants: 72 university students lecture to general psychology (48 women, 24 men; mean age 22) The sample was divided into three percentiles by means of total working time for analysis of students’ learning activities: 80% 69% 65% 42% 55%

11 Result (1/3) Learning activities

12 Result (2/3) Quality of learning activities - performance

13 Result (3/3) How tool-use was related to learners’ performance 1.time-on learning tasks and performance was positively correlated (r = 0.54, p < 0.05) 2.time-on glossary and performance was negatively correlated (r = -.51, p < 0.05). Acceptance –All students rated the usability of the Study Desks as rather high (M = 4.03, SD = 0.86). –The open comments also reflected a rather high usability of the Study Desk-Interface. –However, the students would have liked to have additional paper versions of the texts and tasks at their disposal.

14 Discussion Students employ relatively the same learning strategies in web-based learning environments as they do with printed textbooks. The reason of the minimal use of the active learning, elaboration and monitoring tools: 1.The given instructional context may be associated in particular with text processing. 2.The students may not have had the opportunity to develop strategies for active elaborated knowledge construction and self-regulation. 3.Inexperienced learners might not be able to translate their usual learning behavior into efficient web-based learning activities. 4.They could be persuaded to use the provided tools by direct interventions. 5.Each web-based text unit was easy to understand. Perhaps some students considered it unnecessary to highlight or to make notes. 6.The specific monitoring of text and task processing is thus possible without using the progress or learning task reports.