Can computer-based learning environments (CBLEs) be used as self-regulatory tools to enhance learning? Presenter: Hsiao-lan Lee Professor: Ming-Puu Chen Date: 08 / 05 / 2008 Zimmerman, B. J. & Tsikalas, K. E. (2005). Can computer-based learning environments (CBLEs) be used as self-regulatory tools to enhance learning? Educational Psychologist, 40(4), 267–271.

2 Introduction Self-regulation - three cyclical phases: 1.The forethought phase metacognitive processes (e.g., task analysis, goal setting, and strategic planning) self-motivation (e.g., task interest or values, self-efficacy beliefs, and intrinsic motivation) 2. The performance phase use of metacognitive behavioral strategies (e.g., imagery, self-instruction, and attention focusing) 3. The self-reflection phase self-judgments: metacognitive self-evaluation self-reactions: affective and motivational reactions self-observation - the self-initiated processes metacognitive monitoring behavioral recording Q: Based on this three-phase model, which self-regulatory processes have computer-based learning environments (CBLEs) sought to support?

3 CBLE Support for FORETHOUGHT Phase Processes And Beliefs (1/3) Task Analysis –enhance task understanding and a “process visualization” –Digital IdeaKeeper: a “process visualization” the task of extracting goal-based information from Websites involve the subtasks of skimming–reading–summarizing

4 Goal Setting – Inquiry Island provide support for goal setting in ill-structured inquiry tasks assume various roles during group receive advice from computer-based advisors on how to be successful in these roles recall specific goals for each type of role (cognitive, metacognitive, or social process) CBLE Support for FORETHOUGHT Phase Processes And Beliefs (2/3)

5 Inquiry Island Inquiry Island Website [link]link

6 Planning –can be provided externally through curriculum materials, such as student activity sheets or through human tutors –an adaptive scaffolding via a human tutor: better than only a fixed scaffolding –Whether it was the adaptive or the social quality of the tutor that was responsible for his or her effectiveness remains unknown. Motivational Processes –little was said about well-established motivational processes –emphasize on the importance of self-efficacy beliefs and task interest, but not discuss either of these measures –Desirability may be considered a proxy for task interest/value. CBLE Support for FORETHOUGHT Phase Processes And Beliefs (3/3)

7 Attention Focusing and Monitoring –CBLE feedback focuses learners’ attention on different types of processes, and it influences their ability to monitor these processes metacognitively. –Feedback administered according to an “expert” model of desired performance (one that emphasizes error-free and efficient performance) focuses students’ attention on the identification and correction of errors. –Feedback administered according to an “intelligent novice” model of desired performance (one that emphasizes the reality of errors and the value of learning from them) focuses students’ attention on both generative and evaluative processes. –This means that students monitor not only how well they identify and correct errors but also how accurately they reason about the causes and consequences of these errors. CBLE Support for PERFORMANCE Phase Processes And Beliefs (1/3)

8 CBLE Support for PERFORMANCE Phase Processes And Beliefs (2/3) Attention Focusing and Monitoring –Students trained with the intelligent novice feedback performed significantly better than students trained with expert model feedback on tests of problem solving, conceptual understanding, retention, and transfer. –The intelligent novice perspective has also been studied in traditional modeling research as a “coping model,” which was found to be more effective than “mastery” models who performed without error. –The persistent display of certain types of task-related information (such as activity lists and research questions) in CBLEs can help learners remember to monitor their progress on these tasks and also to understand the information that is common to these activities.

9 CBLE Support for PERFORMANCE Phase Processes And Beliefs (3/3) Question Generation –Through a series of strategic and adaptive dialog moves, the CBLE challenges students to construct explanations at deeper levels. –ask students to analyze the scenario and identify questions that would help them develop an appropriate response –A greater percentage of their questions are classified as “deeper questions.” Self-Explanation and Elaboration –provide feedback, ask questions, and request further modifications –iSTART: employ a trio of intelligent conversational agents Collaboration –especially in the articulation of social roles, goals, and strategies for problem solving –help students become aware of various ways of seeking help from as well as providing help to others

10 iSTART

11 CBLE Support for SELF-REFLECTION Phase Processes And Beliefs (1/2) Self-Evaluation Judgments –assist students in evaluating the quality of their work (including judgments of learning) –Artemis post their questions to a workspace, critique their peers’ questions according to a specific set of criteria, and view critiques. reflect on project outcomes and on the causes of successful or unsuccessful performance Adaptation –This model guided students to formulate explanations of the causes and consequences of their mistakes to help students not only to correct them but also to avoid repeating them in problem isomorphs (transfer contexts). –This involves (a) recognizing that a situation could use improvement, (b) gathering information, and (c) not dismissing new ways of doing things  through a CBLE that supports value clarification, collaboration, and sharing of multiple perspectives

12 CBLE Support for SELF-REFLECTION Phase Processes And Beliefs (2/2) Motivational Processes –Little attention was given to how computer-based environments affect students’ motivational reactions to their success or failure, such as attributions to personal control, feelings of satisfaction at completing the tasks, or defensiveness about continuing their learning efforts. –The way in which feedback is administered in CBLEs can affect learners’ sense of control, which may be a proxy for self-efficacy beliefs regarding subsequent efforts to learn. Unfortunately, assessing this sense of control do not be formally reported.

13 What Forms of CBLE Instructional Support Are Most Effective at Producing Self-Regulated Learners? According to the social cognitive cyclical phase model, a key to developing self-regulated learners is linking the processes from the forethought, performance, and self-reflective phases in such a way that learners see positive cognitive, motivational, and behavioral consequences of their efforts and hence develop feelings of competence and control. CBLEs that support self-regulatory processes in all three phases are more likely to produce positive, self-sustaining cycles of learning. Most of the CBLEs do not explicitly address motivational aspects of self-regulation. Q: What forms of instruction are most successful in encouraging students to assume responsibility for and take charge of these processes?

14 Optimal forms of self-regulatory training are initially social in form but become increasingly self-directed. four sequential levels of skill  Learners who master each level in order are able to function ultimately in a self-reliant, self- regulated way. 1.an observational level of self-regulatory skill –discriminate the correct form of a skill 2.an emulation level of self-regulatory skill –duplicate the general form of a model’s response on a correspondent task –Tutoring and social feedback from a teacher or coach is very important in developing accurate emulation. –But a high level of proficiency in a skill, such as essay writing, usually requires extensive self-directed practice as well. A Social Cognitive Multilevel Model of Self- Regulatory Development (1/2)

15 A Social Cognitive Multilevel Model of Self- Regulatory Development (2/2) 3.a self-controlled level of self-regulatory skill –must practice on their own, often in a structured environment but outside the overt presence of models –interpret cues about the quality of their performance on their own –rely on mental representations (e.g., images) of an expert model’s processes –When these strategic processes become automatized, learners have achieved a self-controlled level of skill. 4.a self-regulated level of task skill –should practice it during dynamic personal and contextual conditions –learn to adapt their skill based on performance outcomes –Social cognitive researchers caution that, although social support is systematically reduced as learners progress from first to the last level of self-regulation, they will usually require periodic social support on a self- initiated basis.

16 “social-to-self” pattern of observation- and emulation-based instruction support –first observe a group of animated agents - including a mastery model (the teacher) and the coping models (student models) –show their understanding of these strategies by identifying the strategies in continued exchanges between the mastery and coping models –next emulate the computer-based models in a very structured context and receive different types of feedback social support for the development of self-regulatory competencies –Students should be externally regulated by humans until, at some point, they internalize the skills, beliefs, and standards of their human tutors and are able to regulate their own learning in CBLEs. –It is unclear whether this social support is faded during subsequent instructional cycles. CBLEs and Multilevel Self-Regulatory Training (1/2)

17 In contrast to social cognitive emphases on fading of social support –Cognition and metacognition are fundamentally social processes and that learners become self-regulated by learning to operate effectively within social contexts. –By understanding and successfully enacting different roles in project groups, students learn to identify, organize, and deploy their own self-competencies. –CBLE are provided with opportunities to practice their newly acquired skills and strategies but always within a social context in which others communicate information about performance. CBLEs and Multilevel Self-Regulatory Training (2/2)

18 Conclusion These essentially metacognitive processes generally enhanced students’ learning, but relatively little attention was given to the role of students’ motivational beliefs and self-reactions, which can improve students’ self-initiative and perseverance in the face of setbacks according to research on self-regulation in traditional learning environments. Two types of CBLEs: 1.follow the first two sequential levels of a graduated “social-to-self” pattern 2.non-sequential use of multilevel instructional processes, such as modeling, tutoring, providing feedback, and self-research This degree of self-reliance represents the most demanding criterion of self-regulatory effectiveness of CBLEs.