Personalized visualizations to promote young learners' SRL

Molenaar, Inge; Horvers, Anne; Dijkstra, Rick; Baker, Ryan S.

doi:10.1145/3375462.3375465

Cited by 35 publications

(33 citation statements)

References 34 publications

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“…This would be especially interesting because learners often report different strategies than they actually use and often tend to overestimate their strategy use ( Dunlosky and Lipko, 2007 ). This is because self-report measures are often retrospective and somewhat biased, for example, when monitoring accuracy ( Molenaar et al, 2020 ). However, because learning in the workplace occurs often implicit and unconsciously, actually capturing different learning situations would be challenging.…”

Section: Discussionmentioning

confidence: 99%

Self-Regulation in Informal Workplace Learning: Influence of Organizational Learning Culture and Job Characteristics

2021

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The digital shift leads to increasing changes. Employees can deal with changes through informal learning that enables needs-based development. For successful informal learning, self-regulated learning (SRL) is crucial, i.e., to set goals, plan, apply strategies, monitor, and regulate learning for example by applying resource strategies. However, existing SRL models all refer to formal learning settings. Because informal learning differs from formal learning, this study investigates whether SRL models can be transferred from formal learning environments into informal work settings. More precisely, are all facets relevant, and what are the relational patterns? Because informal workplace learning occurs through interaction with the context, this study investigates the influence of context, i.e., organizational learning culture and job characteristics (autonomy, task identity, and feedback) on SRL. Structural equation modeling of N = 170 employees in various industries showed the relevance of the self-reported metacognitive strategies planning, monitoring, and regulation; the resource strategies help-seeking and effort regulation; and deep processing strategy elaboration. However, there was no evidence for organization strategies. The learning strategies were associated with self-efficacy and mastery-approach goal orientation. Regarding context, results supported indirect effects over self-motivational beliefs of learning strategies. Organizational learning culture was connected with mastery-approach goal orientation, whereas job characteristics autonomy and feedback were related to self-efficacy, which were again related to SRL strategies. Therefore, context can empower employees not only to accomplish their tasks but to develop themselves by applying SRL strategies. The results are discussed, and practical implications are outlined.

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Section: Discussionmentioning

confidence: 99%

Self-Regulation in Informal Workplace Learning: Influence of Organizational Learning Culture and Job Characteristics

2021

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“…Estratégias de visualização da informação personalizada têm sido utilizadas nas três fases do processo de autorregulação. No trabalho de [Molenaar et al 2020], por exemplo, utilizou-se dados de utilização em uma plataforma para prover mecanismos IX Congresso Brasileiro de Informática na Educação (CBIE 2020) Anais do XXXI Simpósio Brasileiro de Informática na Educação (SBIE 2020) personalizadas que permitem ao estudante estabelecer objetivos de aprendizagem em diferentes momentos, seja nas lições atuais, em lições de reforço (realizadas novamente) ou para a proficiência geral, indicando o quão proficiente ele/ela deseja se tornar em uma habilidade específica. Além disso, enquanto as atividades são executadas, as visualizações são alteradas de cores, formatos e tamanhos para permitir o monitoramento do progresso nas habilidades.É utilizada uma estratégia de feedback chamada de feed-forward que leva o estudante diretamente ao conteúdo (ou caminho de aprendizagem) a ser seguido para atingir seu objetivo de aprendizagem.…”

Section: Resultsunclassified

Uma Análise dos Recursos Tecnológicos Utilizados na Estimulação da Aprendizagem Autorregulada em Ambientes Educacionais na Última Década

Lima¹,

Araújo²,

Dorça³

2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

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Os Ambientes Virtuais de Aprendizagem têm se tornado cada vez mais inteligentes e providos de recursos individualizados para propiciar um processo de aprendizagem mais engajador e efetivo. Em especial, tecnologias que, além de oferecer suporte, também fomente e estimule a aprendizagem autorregulada são desejáveis, já que esta competência traz inúmeros benefícios. Dessa forma, este trabalho apresenta uma Revisão Sistemática da Literatura que busca traçar um panorama de tais tecnologias, considerando trabalhos publicadas entre 2011 e 2020. Os resultados mostraram que técnicas de visualização da informação, recursos de aprendizagem interativos, recomendação de conteúdo e estratégias de feedback são utilizadas em todas as fases do processo de autorregulação, principalmente no ensino superior.

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“…Hence although there is task information in dashboards, progress information is easier to extract, which provides the basis for process feedback. Process feedback is considered especially important to enhance students' learning (Harks et al, 2014;Hattie & Timperley, 2007;Molenaar et al, 2020), and this type of feedback is usually underrepresented in classrooms (Van den Bergh et al, 2013;Voerman et al, 2012). Furthermore, dashboards stimulating this kind of feedback are still rare (Dourado et al, 2021;Matcha et al, 2019;Sedrakyan et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…A similar point is made by Sedrakyan et al (2020) indicating that while most feedback is directed at performance indicators (task feedback), research shows that effective feedback tends to be addressing the regulatory mechanisms of the learning hence process and metacognitive feedback. Indeed, personalized visualizations support student's regulation of practice behavior, transfer of learning and monitoring accuracy (Molenaar et al, 2019(Molenaar et al, , 2020. Social feedback refers to how students interact and collaborate with other students, and is important in collaborative settings (Keuvelaar-van den Bergh, 2013;Van Leeuwen & Janssen, 2019).…”

Section: Teachers' Feedback Practices: Type and Allocationmentioning

confidence: 99%

The equalizing effect of teacher dashboards on feedback in K-12 classrooms

Campen

Wise

Molenaar

2021

Interactive Learning Environments

Self Cite

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Teacher dashboards provide real-time information about students' performance and progress, which help K-12 teachers to adjust feedback to student' specific needs during learning. Prior research indicated two problems with respect to how teachers provide feedback: (i) teachers do not always select the most effective feedback to support student' learning and (ii) feedback is not allocated equally to students with different abilities. Specifically, process feedback is considered most effective yet is relatively scarce. In order to understand how dashboards influence the type and allocation of feedback, we compared characteristics of feedback given after dashboard consultation (dashboard-prompted feedback) to feedback triggered by teachers themselves or in response to students' questions (human-prompted feedback) in thirty-five K-12 classrooms. Results showed that dashboards led to equal amounts of task and process feedback, while humanprompts led to much more task than process feedback and this difference was especially large for low-ability students. Hence the different types of dashboard-prompted feedback were more equally distributed among students of different ability levels. These results indicate that dashboards can have an important equalizing effect on teacher feedback practices.

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Personalized visualizations to promote young learners' SRL

Cited by 35 publications

References 34 publications

Self-Regulation in Informal Workplace Learning: Influence of Organizational Learning Culture and Job Characteristics

Self-Regulation in Informal Workplace Learning: Influence of Organizational Learning Culture and Job Characteristics

Uma Análise dos Recursos Tecnológicos Utilizados na Estimulação da Aprendizagem Autorregulada em Ambientes Educacionais na Última Década

The equalizing effect of teacher dashboards on feedback in K-12 classrooms

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