The Role of a Reflection Tool in Enhancing Students’ Reflection

Mäeots, Mario; Siiman, Leo; Kori, Külli; Eelmets, Mats; Pedaste, Margus; Anjewierden, Anjo

doi:10.21125/inted.2016.1394

Cited by 5 publications

(4 citation statements)

References 22 publications

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“…This analysis might have detected that the underlying assumption of using metacognitive prompts to facilitate the self-regulation process applies to only a subgroup of students: those who are affected by a production deficit (Marschner et al, 2012;Veenman, 2007;Veenman et al, 2006). The benefit of the interpretation of the self-created prompts as a reflection aid seems to contradict prior studies and the meta-analyses (Mäeots et al, 2016;Van den Boom, Paas, van Merriënboer, & van Gog, 2004;Zheng, 2016) suggesting that reflection prompts are inferior to metacognitive prompts. However, these studies investigated only the intended design of the researchers and not the interpretation of the prompts by the students.…”

Section: Discussionmentioning

confidence: 84%

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Engelmann

Bannert

Melzner

2021

RPTEL

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Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and improving their learning performance. We conducted an experimental study with a between-subject design. The participants learned with self-created metacognitive prompts (n = 28) or without prompts (n = 29) in a hypermedia learning environment for 40 min while thinking aloud. In a second learning session (stability test), all participants learned about a different topic without prompts. The results showed no clear effect of the self-created metacognitive prompts on the learning process and performance. A deeper analysis revealed that students’ prompt utilization had a significant effect on performance in the second learning session. This study contributes to the research investigating how students can be supported in ways that enhance their learning process and performance.

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Section: Discussionmentioning

confidence: 84%

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Engelmann

Bannert

Melzner

2021

RPTEL

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“…Even though providing support for self-regulated learning improves learning and academic performance on average (Belland et al, 2015;Zheng, 2016), some studies did not find beneficial effects of metacognitive support on learning outcomes (Mäeots et al, 2016;Reid et al, 2017). To understand why, it is necessary to consider the learning processes of students (Engelmann & Bannert, 2019).…”

Section: Metacognitive Promptingmentioning

confidence: 99%

Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?

et al. 2022

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Guided inquiry learning is an effective method for learning about scientific concepts. The present study investigated the effects of combining video modeling (VM) examples and metacognitive prompts on university students’ (N = 127) scientific reasoning and self-regulation during inquiry learning. We compared the effects of watching VM examples combined with prompts (VMP) to watching VM examples only, and to unguided inquiry (control) in a training and a transfer task. Dependent variables were scientific reasoning ability, hypothesis and argumentation quality, and scientific reasoning and self-regulation processes. Participants in the VMP and VM conditions had higher hypothesis and argumentation quality in the training task and higher hypothesis quality in the transfer task compared to the control group. There was no added benefit of the prompts. Screen captures and think aloud protocols during the two tasks served to obtain insights into students’ scientific reasoning and self-regulation processes. Epistemic network analysis (ENA) and process mining were used to model the co-occurrence and sequences of these processes. The ENA identified stronger co-occurrences between scientific reasoning and self-regulation processes in the two VM conditions compared to the control condition. Process mining revealed that in the VM conditions these processes occurred in unique sequences and that self-regulation processes had many self-loops. Our findings show that video modeling examples are a promising instructional method for supporting inquiry learning on both the process and the learning outcomes level.

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“…into the inquiry learning task), then it might have larger effect on learning [11]. In the current study, reflection was supported with a software learning application called the Reflection Tool [12], which was embedded into an online Inquiry Learning Space.…”

Section: Reflectionmentioning

confidence: 99%

“…The students' reflections and conclusions were analysed by two researchers using a rubric for identifying students' reflection levels (description, justification critique, dialogue and transfer) that was described in our previous work [12]. In the case of reflection levels the Cohen's kappa was 0.860.…”

Section: Coding Students' Reflections and Conclusionmentioning

confidence: 99%

Relation Between Students’ Reflection Levels and Their Inquiry Learning Outcomes

Mäeots

Siiman

Kori

et al. 2016

EDULEARN Proceedings

Self Cite

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In this study we aimed to identify the relation between students' reflection levels and their inquiry learning outcomes (i.e. their formulated conclusions) after conducting a complete inquiry cycle in an online Go-Lab Inquiry Learning Space (ILS). We expected that students exhibiting a higher reflection level would be more experienced in formulating higher quality conclusions than students at a lower reflection level. Forty-three students from the 9th grade with an average age of 15 years from two Estonian public schools participated in this study. During the interventions students worked with a chemistry-based ILS called "What does pH measure?" Students were given a pre-defined problem to be solved by following an inquiry cycle. In each phase students had tasks to perform which led to concrete learning outcomes. The students used specific application called Conclusion Tool to state their conclusions and used Reflection Tool to answer two open-ended reflective questions to reflect on their study process. The results suggest that students who reflect at a higher reflection level are more successful in formulating higher quality inquiry outcomes such as hypotheses, observations and conclusions. Therefore it seems that reflection should be part of the learning process in order to support students to achieve higher quality inquiry learning outcomes.

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The Role of a Reflection Tool in Enhancing Students’ Reflection

Cited by 5 publications

References 22 publications

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?

Relation Between Students’ Reflection Levels and Their Inquiry Learning Outcomes

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