Activation of Learning Strategies When Writing Learning Protocols: The Specificity of Prompts Matters

Glogger, Inga; Schwonke, Rolf; Holzäpfel, Lars; Nückles, Matthias; Renkl, Alexander

doi:10.1007/978-1-4020-8827-8_28

Cited by 9 publications

(24 citation statements)

References 3 publications

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“…The result that providing fifth-grade students with solved example problems in addition to prompts fostered the quality of both cognitive and metacognitive learning strategies in the initial phase of journal writing complements previous findings regarding the use of providing learning journal examples along with prompts to enhance strategies of self-regulated learning in learning journals of high school students (see [16,30]) in two ways. On the one hand, our study shows that the combination of both prompts and solved example problems can-in principle-not only foster learning strategies of advanced high school students (i.e., eleventh-grade students; see [16]) but can also foster learning strategies of younger high schoolers, such as fifth-grade students.…”

Section: Discussionsupporting

confidence: 79%

“…In this respect, our results suggest that the combination of prompts and solved example problems is a powerful instructional approach to overcome these deficiencies in the initial phases of strategy application. On the other hand, against the background of Glogger et al's [30] finding that providing ninth-grade students with a learning journal example in an introductory presentation did not yield high-quality strategies of selfregulated learning our results suggest that keeping the solved example problems available throughout the initial phase of journal writing was crucial for the beneficial effects in our study. Specifically, by integrating the solved example problems into the learners' learning journal folders, we provided learners with the opportunity to draw on the external guidance provided by the solved example problems during their first responses to the prompts (i.e., during the entire initial phase).…”

Section: Discussioncontrasting

confidence: 58%

“…They found that a solved example problem of a learning journal fostered both cognitive and metacognitive strategies in subsequent learning journals. However, in a field study with ninth-grade high school students (mean age = 14.74 years), a closely related procedure of providing both prompts and a solved example problem in an introductory presentation did not yield high-quality cognitive and metacognitive learning strategies [30]. The authors argued that providing a learning journal example in an introductory presentation might not be sufficient enough to support younger students to apply strategies of self-regulated learning in a high-quality way.…”

Section: Introductionmentioning

confidence: 95%

“…However, providing a solved example problem in an introductory presentation did not yield high-quality learning strategies in younger high school students' learning journals (see [30]). As younger high school students might need more time to acquire the cognitive skills to apply cognitive and metacognitive strategies, these learners might benefit from solved example problems which are available throughout an initial phase of journal writing.…”

Section: Overview Of the Study And Research Questionsmentioning

confidence: 99%

“…The metacognitive prompt was designed to enhance negative monitoring. These prompts roughly corresponded to prompts that had been used in studies with high school students to elicit learning strategies (see [16,30]). The learners were required to respond to each prompt in each learning journal entry.…”

Section: Phase 1: Instructions For Writing Learning Journalsmentioning

confidence: 99%

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The Use of Solved Example Problems for Fostering Strategies of Self-Regulated Learning in Journal Writing

Roelle

Krüger

Jansen³

et al. 2012

Education Research International

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Writing learning journals is a powerful tool to integrate self-regulated learning in classrooms. However, to exploit the full potential of journal writing, instructional support is needed that addresses the students' deficits in the use of self-regulated learning strategies. A promising means to foster learning strategies in learning journals is the provision of solved example problems along with prompts. In a quasiexperimental field study, we provided fifth-grade students (N = 48) with solved example problems along with prompts either right from the beginning of writing their journals or after they had already written two learning journal entries. We found that the provision of solved example problems along with prompts right from the beginning of the journal writing process fostered the quality of both cognitive and metacognitive strategies and conceptual knowledge in the initial phase. The delayed provision of solved example problems after an initial phase of journal writing yielded a detrimental effect on the quality of cognitive strategies and a beneficial effect on the quality of metacognitive strategies. In sum, our results suggest that the provision of solved example problems along with prompts right from the beginning of journal writing can effectively support fifth-grade students in overcoming deficits in the use of self-regulated learning strategies.

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Section: Discussionsupporting

confidence: 79%

Section: Discussioncontrasting

confidence: 58%

Section: Introductionmentioning

confidence: 95%

Section: Overview Of the Study And Research Questionsmentioning

confidence: 99%

Section: Phase 1: Instructions For Writing Learning Journalsmentioning

confidence: 99%

See 3 more Smart Citations

The Use of Solved Example Problems for Fostering Strategies of Self-Regulated Learning in Journal Writing

Roelle

Krüger

Jansen³

et al. 2012

Education Research International

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Entwicklung eines Messinstrumentes zur Erfassung der Protokollierfähigkeit – initiiert durch Video-Items

Engl

Schumacher

Sitter

et al. 2014

ZfDN

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auf der Idee, Schülerinnen und Schülern Videosequenzen von fachdidaktischen Demonstrationen zu präsentieren und sie aufzufordern, den Videoinhalt in Form eines Erarbeitungsprotokolls darzustellen. Die Kombination aus Videosequenz und Arbeitsauftrag wird als "Video-Item" bezeichnet. Um die Ausprägung der Qualität dieser Erarbeitungsprotokolle ermitteln zu können, wurde ein Kategoriensystem entwickelt, welches sich zurzeit in der Validierungsphase befindet.Abstract In educational contexts, autonomous learning is seen to be an important aspect for the process of the acquirement of knowledge. The results of these learning processes can be investigated by using performance tests. However, there is limited empirical evidence on factors that contribute significantly to the successful acquirement of knowledge during autonomous learning processes. A core competency could be the ability to write work process protocols. To assess this competency it is necessary to capture the expertise by the analysis of key steps of the process of acquirement of knowledge including the form and development process of the work process protocols. There are a few empirical studies on the individual's ability to create work process protocols that show the contribution to knowledge acquisition. Therefore, the objective of the research project was to develop a prototype of a measuring Zusammenfassung Im schulischen Kontext wird dem Prozess der Erkenntnisgewinnung in eigenverantwortlichen Lernprozessen immer mehr Bedeutung beigemessen. Durch Leistungstests kann das Ergebnis dieser Lernprozesse überprüft werden. Es gibt jedoch kaum empirische Befunde zur Frage, welche Kompetenzen maßgeblich zu einer erfolgreichen Erkenntnisgewinnung in eigenverantwortlichen Lernprozessen beitragen. Eine zentrale Kompetenz im Erkenntnisprozess könnte die Protokollierfähigkeit sein, die Fähigkeit zur Darstellung der wesentlichen Teilschritte in Form eines Erarbeitungsprotokolls. Empirisch ist die individuelle Fähigkeit zum Erstellen von Erarbeitungsprotokollen allerdings nur wenig erforscht. Ziel des Forschungsprojektes war es deshalb, einen Prototyp eines Messinstruments zur Erfassung der individuellen Protokollierfähigkeit zu entwickeln. Das Messinstrument beruht L. Engl () · B.

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Can generative learning tasks be optimized by incorporation of retrieval practice?

Waldeyer

Heitmann

Moning

et al. 2020

Journal of Applied Research in Memory and Cognition

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Generative tasks foster the integration of new idea units into coherent mental representations. However, they scarcely foster the consolidation of the new knowledge in memory. Hence, a promising means to optimize generative tasks is incorporating retrieval practice into them. A viable means to do so is implementing generative tasks in a closedbook style in which learners cannot access the learning material while working on the task. We investigated the effects of such closed-book generative tasks in comparison to open-book ones. Furthermore, we analyzed whether a closed/open switch style, in which learners could flexibly switch between the two styles, would be superior to both a pure closed-and a pure open-book style. We found that a closed-book style slightly hindered generative activities but not learning outcomes in comparison to an open-book style. The closed/open switch style yielded better learning outcomes than both a pure closed-and pure open-book style.

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Activation of Learning Strategies When Writing Learning Protocols: The Specificity of Prompts Matters

Cited by 9 publications

References 3 publications

The Use of Solved Example Problems for Fostering Strategies of Self-Regulated Learning in Journal Writing

The Use of Solved Example Problems for Fostering Strategies of Self-Regulated Learning in Journal Writing

Entwicklung eines Messinstrumentes zur Erfassung der Protokollierfähigkeit – initiiert durch Video-Items

Can generative learning tasks be optimized by incorporation of retrieval practice?

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