Post on 08-Jan-2018
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Measuring Self-Regulated Learning: Issues and Innovations
A Multi-Method Approach to Examining Self-Regulated Learning with
the Latest Classroom Technology Measuring Self-Regulated Learning:
Issues and Innovations Daniel C. Moos, PhD Overview of
Presentation
Overview of Research Agenda Guiding Theoretical Framework
Description of SRL Measure Advancement of our understanding of SRL
Limitations and Future Methodological Directions Daniel C. Moos,
PhD Department of Education Gustavus Adolphus College AERA 2013
Overview of Research Agenda (I)
Non-linear Multiple Representations Daniel C. Moos, PhD Department
of Education Gustavus Adolphus College AERA 2013 Daniel C. Moos,
PhD Department of Education Gustavus Adolphus College AERA 2013
Overview of Research Agenda (II)
During class For homework Lecture/ Direct Instruction Individual
worksheet Overview of Research Agenda (III)
During class For homework Collaborative worksheet Video/Podcast:
Lecture (technology supported) Department of Education Gustavus
Adolphus College
Theoretical Frameworks Social Cognitive Approach (Schunk &
Zimmerman, 2013; Zimmerman, 2008) Daniel C. Moos, PhD Department of
Education Gustavus Adolphus College AERA 2013 Description of SRL
Measure (I)
Aptitude Event Self-Report (MSLQ, LASSI) Error detection tasks, log
file analyses OR Daniel C. Moos, PhD Department of Education
Gustavus Adolphus College AERA 2013 Description of SRL Measure
(II)
Concurrent think-aloud (Ericsson, 2006; Ericsson & Simon, 1994
) Verbalizing thoughts during learning will not disrupt the
learning process, if the subjects verbalizing their thoughts while
performing a task do not describe or explain what they are doing
(Ericsson & Simon, 1993, pg. xiii). If subjects are not asked
to reflect, describe, and/or explain their thoughts during
learning, but rather are asked to simply verbalize thoughts
entering their attention, then it is assumed that the sequence of
thoughts will not be disrupted. Limitations to be discussed Daniel
C. Moos, PhD Department of Education Gustavus Adolphus College AERA
2013 Description of SRL Measure (III)
A sample MONITORING Understanding Content - - + + That diagram is
totally irrelevant This makes total sense I dont get this That had
really good information Description of SRL Measure (IV)
STRATEGIES COIS Draw Search Inferences Memorize Reread Review Notes
Summarize Take Notes Description of SRL Measure (IV)
Aptitude Event Self-Report (MSLQ, LASSI) Error detection tasks, log
file analyses AND Daniel C. Moos, PhD Department of Education
Gustavus Adolphus College AERA 2013 Description of SRL Measure
(V)
Concurrent Think aloud MSLQ Bernacki et al 2014 Daniel C. Moos, PhD
Department of Education Gustavus Adolphus College AERA 2013 MSLQ
Advancement of our understanding of SRL
Multi-method approach (concurrent think-aloud + self-report) 1.
Interaction within performance phase Sequential, temporal
characteristics of SRL/ patterns of SRL (e.g., Azevedo, 2014) 2.
Interaction between forethought and performance phase Importance of
motivation orientations (Moos, 2014) Importance of personal goals
(Winne, 2014) Daniel C. Moos, PhD Department of Education Gustavus
Adolphus College AERA 2013 Limitations and Future Methodological
Directions
Validity issues arise with younger students and/or novices?
Consumption of limited cognitive resources, particularly for
non-experts working on complex tasks (Shraw, 2010); Do young
students have the ability and sophistication to verbally express
utterances that represent (and are coded as) SRL processes and can
be both coded by researchers and externalized to others during
collaborative tasks that involve negotiation, shared task
understanding (Azevedo, 2014; p. 223) Capturing motivation What
motivation constructs matter? When should motivation be measured
during learning? Experimental Setting and Additional Measures
Measures in more authentic settings (Perry) Students perceptions
(Cleary) Multi-method (Azevedo) Daniel C. Moos, PhD Department of
Education Gustavus Adolphus College AERA 2013 Roger Azevedo, Matt
Bernacki, Tim Cleary, Nancy Perry, Dale Schunk
Acknowledgments: Roger Azevedo, Matt Bernacki, Tim Cleary, Nancy
Perry, Dale Schunk Contact Information: Website:
homepages.gac.edu/~dmoos