Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts

Berthold, Kirsten; Nückles, Matthias; Renkl, Alexander

doi:10.1016/j.learninstruc.2007.09.007

Cited by 240 publications

(264 citation statements)

References 38 publications

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“…Indeed, over the past five decades, the research literature has detailed many successful cognitive and metacognitive instructional interventions, including advance organisers (Ausubel, 1960), metacognitive evaluation matrices (Schraw & Dennison, 1994), worked examples (Sweller, 2006), concept mapping and other diagrammatic supports (Novak, 1990), and self-reflective learning protocols (Berthold, Nückles, & Renkl, 2007;Nückles, Hübner, & Renkl, 2009). Hattie, Biggs and Purdie's (1996) early meta-analyses, the meta-analysis by Dignath and Büttner (2008), and Hattie's (2009) recent synthesis of over 800 metaanalyses, provide substantial support for the strong relationship between cognitive and metacognitive instructional interventions and improved learning outcomes for students.…”

Section: Students' Knowledge About How To Learnmentioning

confidence: 99%

“…Berthold, Nückles and Renkl (2007) had suggested the use of prompted and supported learning protocols (guided reflective journals) to provoke students to engage reflectively with their cognitive and metacognitive strategy use (Berthold et al, 2007;Hübner, Nückles, & Renkl, 2010;Nückles et al, 2009). Such evocation of students' explicit awareness and reflection were key components of our intentions for the proposed instructional interventions.…”

Section: Studies 2 and 3: Classroom Instructional Interventionsmentioning

confidence: 99%

“…We therefore adapted Berthold et al's (2007) ideas about learning protocols and created a brief, prompted, written-response protocol that could be inserted in short 'bites' into regular class lessons without substantially changing typical class routines.…”

Section: Studies 2 and 3: Classroom Instructional Interventionsmentioning

confidence: 99%

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Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

2011

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The quality of teachers' knowledge about how people learn influences students' learning outcomes. Similarly, the quality of students' knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching-learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students' cognitive and metacognitive strategy use and demonstrated that students' cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons.Studies 2 and 3 showed that the learning protocols slipped readily into teachers' typical lesson designs, scaffolded teachers' delivery of strategy instruction, and scaffolded some students' acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.Keywords: theory-practice gap; teacher knowledge; cognitive strategies; metacognitive strategies; learning protocols Archived at Flinders University: dspace.flinders.edu.au Scaffolding cognitive and metacognitive strategy instruction in regular class lessonsIt is clear from research evidence that the quality of teachers' knowledge/beliefs, intentions, and plans with respect to how people learn influences teachers' teaching actions (Kerr, 1981; Lawson, Askell-Williams, & Murray-Harvey, 2009), and that those teaching actions directly influence students' learning outcomes (Bereiter & Scardamalia, 1989;Hattie, 2009;OECD, 2005;Rowe, 2002). Furthermore, the quality of students' knowledge about how they learn influences their engagement with learning, and consequently, their learning achievements (Bandura, 2001;Schraw, 1998;Schraw & Dennison, 1994;Schunk & Zimmerman, 1989;Weinstein & Mayer, 1986). However, as Hattie (2009 p. 3) asked, "Why does [this] bounty of research have so little impact?" We see that this lack of impact is associated with a gap between research findings and their use to inform teaching and learning practices (Bransford, Brown, & Cocking, 2000;Hattie, 2009). In this paper we report three studies that attempt to reduce this theory-practice gap, and show that research findings about strategies for good quality teaching and learning can have an impact on classroom practices. Teachers' knowledge about how people learnTeachers exert a direct impact upon student learning. Rowe (2002) and the OECD (2005) have reported that students of the most effective teachers have learning gains four times greater than students of the least effective teachers, that these effects accumulate over time, and that the single most important school-based variable of influence for student performance is teacher quality.The kno...

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Section: Students' Knowledge About How To Learnmentioning

confidence: 99%

Section: Studies 2 and 3: Classroom Instructional Interventionsmentioning

confidence: 99%

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Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

2011

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“…Chen and Chiu (2015) used collaboration scripts as metacognitive scaffolding, while applied the COPES model to design metacognitive scaffolding for experimental goal setting and planning. Other studies have also found that the mixture of cognitive and metacognitive scaffolding could enhance learners' cognitive skills (Berthold, Nuckles & Renkl, 2007;Zhang et al, 2015). Furthermore, a meta-analysis of 33 empirical studies in SRL within computer-based learning environments revealed that the characteristics of learners and the features of tasks (including the types of SRL supports) affect the quality of learners' SRL (Winters, Greene & Costich, 2008).…”

Section: Cognitive Versus Metacognitive Scaffoldingmentioning

confidence: 99%

Epilogue for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments

Hsu

Iannone

She

et al. 2016

Int J of Sci and Math Educ

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“…Eliciting self-explanations from learners is acknowledged in the extant literature on prompting as an effective technique for promoting learning (Chi & Bassok, 1989;Chi et al, 1994;Conati & VanLehn, 2000;Atkinson et al, 2003 & Renkl's (2007) finding that students exposed to a videotaped lecture paired with mixed prompts scored significantly higher on measures of immediate comprehension and delayed retention. Hence, self-explanation was operationalized in the study as a series of mixed, cognitive and metacognitive (Berthold et al, 2007;Nückles et al, 2009), prompts for participants to respond to based on their exposure to information in the lesson. Participants assigned to these two conditions were required to respond to four mixed self-explanation prompts that were displayed throughout the lesson (Figure 3).…”

Section: Treatment Conditionsmentioning

confidence: 99%

Learning to speak in the digital age: an examination of instructional conditions for teaching public speaking online

Butler

2017

Voice and Speech Review

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This dissertation study quantitatively measured the performance of 345 students who received public speaking instruction through an online platform presented in one of six experimental conditions in order to explore the ability of online lectures to replicate the characteristics of instructor presence and learner interaction traditionally associated with face-to-face public speaking courses. The study investigated the following research Additionally, the study collected qualitative feedback from participants on their experience in order to improve understanding of how to effectively design lectures for public speaking courses.Results of the study were unable to statistically distinguish between students assigned to treatments that varied in both modality and level of activity. However, a ii significant finding of this study is that learning gains and students' perception of instructor presence were positive across all conditions.

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Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts

Cited by 240 publications

References 38 publications

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

Epilogue for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments

Learning to speak in the digital age: an examination of instructional conditions for teaching public speaking online

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