Assessing Efficiency of Prompts Based on Learner Characteristics

Backhaus, Jutta; Jeske, Debora; Poinstingl, Herbert; Koenig, Sarah

doi:10.3390/computers6010007

Cited by 10 publications

(4 citation statements)

References 45 publications

(51 reference statements)

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“…In addition to strategy questionnaires (e.g., Schwonke et al, 2006), fine‐tuning prompts based on students' online learning behaviours is another means to provide personalized support. For example, when individual students only read lecture slides, they were prompted to take self‐tests, or read supplemental materials (e.g., Backhaus et al, 2017). As evident in the study of Azevedo et al (2004), prompting students to perform metacognitive activities on the basis of their current progress improved strategy use.…”

Section: Discussionmentioning

confidence: 99%

Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments

Guo

2022

Computer Assisted Learning

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Background: It has been assumed that prompting students to plan, monitor and evaluate their learning process could stimulate strategy use and thereby improve learning outcomes.Objectives: This study aimed to examine the effects of metacognitive prompts on students' self-regulated learning (SRL) and learning outcomes in the context of computer-based learning environments (CBLEs).Methods: To achieve this, the current study took a meta-analytic approach to critically evaluate evidence for the effectiveness of metacognitive prompts and identify potential moderators of the effects. Results and conclusions:With random-effects models, the results showed that metacognitive prompts significantly enhanced SRL activities (g = 0.50, 95% confidence interval [0.37, 0.63]) and learning outcomes (g = 0.40, 95% confidence interval [0.31, 0.49]) relative to the control conditions. Furthermore, moderator analyses revealed that the effects varied as a function of three prompts features: feedback, specificity and adaptability.Implications: Developing task-specific, individual-adaptive prompts and feedback should be a design principle in CBLEs, such that the prompt effect could be retained, sustainably enhanced and transferred to novel situations.

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Section: Discussionmentioning

confidence: 99%

Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments

Guo

2022

Computer Assisted Learning

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“…Literature on various behavioural reinforcement practices and their effectiveness exists. For example, in Turkey, Backhaus, Jeske, Poinstingl and Koenig ( 2017 ) established that use of antecedent prompts was effective in transferring skills taught to young females. Similarly, Wong et al’s ( 2016 ) study in the United States of America showed that the teachers’ conceptions of ‘Nature of Science’ improved significantly after two semesters of instruction.…”

Section: Introductionmentioning

confidence: 99%

Using selected behaviour modification practices to enhance reinforcement of reading abilities among dyslexic learners in Kenya

Ooko¹,

Aloka

2021

African Journal of Disability

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Background Dyslexic learners have difficulties in accurate and fluent word recognition and poor spelling and decoding abilities. Objective The present study investigated the use of selected behaviour modification practices to enhance reinforcement of reading abilities amongst dyslexic learners in primary schools in Kenya. Methods The Solomon four research design was adopted. A sample size of 229 dyslexic learners in four selected schools was obtained using purposive sampling technique. The tools used were the Bangor Dyslexia Test and a short reading comprehension test. Internal validity of the constructs was tested using the Kaiser–Meyer–Oklin measure of sampling adequacy (KMO Index) and the Bartlett’s test of sphericity. The reliability of the questionnaires was ascertained using Cronbach’s alpha and internal consistencies of 0.673–0.807 were reported. Results The findings reported a statistical significant difference between pre-test and post-test scores of the experiment group 1, t (48) = –15.059, p < 0.01, implying that a significant effect was found in the use of behaviour modification strategies in improving learner English language reading skills. The regression model explained 54.7% ( R 2 = 0.547) of the variability in the level of English language reading abilities amongst primary school learners with dyslexia. Conclusion The study concludes that coaching behaviour modification practice had the highest influence on English language reading abilities as compared to prompting, shaping and modelling practices. The study recommended training of teachers on the use of behaviour modification practices to improve dyslexic learners’ reading ability.

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“…Readability indices: These measures of complexity can be readily generated for texts in different languages -and have also been successfully used to construct online modules [2], assess competence [12] and support language learning [10]. New approaches also assess semantic relations inside texts (e.g., by computing the algebraic complexity of text, see [9]).…”

Section: Main Definitionsmentioning

confidence: 99%

Current and Alternate Approaches to Personalization in Online Learning

Jeske

Bagher

Pantidi

2017

Proceedings of the 13th International Symposium on Open Collaboration

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Access to the full text of the published version may require a subscription. Rights Current and Alternate Approaches to Personalization in Online Learning AbstractIn the context of distance (online) learning programs, the current paper focuses on two specific goals. First, we outline how personalization based on learning analytics has been implemented in online programs offered by traditional universities, but also providers of MOOCs and virtual institutions. However, this established approach is not without its limitations. Second, we introduce two alternate concepts that may support personalization based on work around readability indices and job crafting. These approaches may also help to address some of the limitations of learning analytics. The emphasis is on how personalization may support the development of individual learning paths that would provide means for both self-pacing and co-construction of the experience. The paper concludes with a review of facilitating and challenging factors for program leaders, online technical staff and designers working in open educational contexts.

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Assessing Efficiency of Prompts Based on Learner Characteristics

Cited by 10 publications

References 45 publications

Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments

Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments

Using selected behaviour modification practices to enhance reinforcement of reading abilities among dyslexic learners in Kenya

Current and Alternate Approaches to Personalization in Online Learning

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