Enhancing self-regulated learning by writing learning protocols

Nückles, Matthias; Hübner, Sandra; Renkl, Alexander

doi:10.1016/j.learninstruc.2008.05.002

Cited by 183 publications

(159 citation statements)

References 26 publications

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“…Learners need tools and scaffolds to report and reflect on their experiences (Berthold et al 2009;Hübner et al 2010;Kicken et al 2009). Prompts have been studied as scaffolds that aim to structure learners' reflections (Nückles et al 2009). Prompting learners to write for reflection can be a creative process contributing to change the writer's understanding of the topic (Bereiter and Scardamalia 2013).…”

Section: Scaffolding For Reflectionmentioning

confidence: 99%

“…Lifelong learning requires the capacity to regulate one's own learning through self-reflective metacognitive processes (Van den Boom et al 2007). During the apprenticeship period, reflective practice can be modeled and facilitated through learning journals (LJs) that prompt reflection on experiences made in the workplace or at school (Nückles et al 2009). Learning journals are used by learners to track their progress and support their reflections of workplace experiences (Mauroux et al 2015).…”

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confidence: 99%

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What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Schwendimann

Kappeler

Mauroux

et al. 2018

Empirical Res Voc Ed Train

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Section: Scaffolding For Reflectionmentioning

confidence: 99%

mentioning

confidence: 99%

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Schwendimann

Kappeler

Mauroux

et al. 2018

Empirical Res Voc Ed Train

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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%

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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“…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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Enhancing self-regulated learning by writing learning protocols

Cited by 183 publications

References 26 publications

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

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

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