Transitioning self-regulated learning profiles in hypermedia-learning environments

Lau, Clarissa; Sinclair, Jeanne; Taub, Michelle; Azevedo, Roger; Jang, Eunice Eunhee

doi:10.1145/3027385.3027443

Cited by 16 publications

(13 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A possible explanation is that the system helps to apply the metacognitive skills of orientation, planning, evaluation, and reflection to problem-solving tasks, which helps to define the problem-solving process through graduated steps of progressive difficulty (Azevedo, 2005; Winne, 2014; Höök and Eckerdal, 2015; Cerezo et al, 2016; Harley et al, 2017). Moreover, this process facilitates SRL (Cerezo et al, 2016; Sáiz and Montero, 2016; Lau et al, 2017) and the personalized feedback of the teacher in real time, which increases the motivation of the student toward the learning material (Hattie and Timperley, 2007; Zimmerman and Moylan, 2009; Segedy and Biswas, 2015). The use of LMS that incorporate hypermedia Smart Tutoring Systems includes all these characteristics in the platform for the strengthening of object-level and meta-level structures (Cuba-Ricardo et al, 2015; Li et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

2019

View full text Add to dashboard Cite

Learning management systems (LMSs) that incorporate hypermedia Smart Tutoring Systems and personalized student feedback can increase self-regulated learning (SRL), motivation, and effective learning. These systems are studied with the following aims: (1) to verify whether the use of LMS with hypermedia Smart Tutoring Systems improves student learning outcomes; (2) to verify whether the learning outcomes will be grouped into performance clusters (Satisfactory, Good, and Excellent); and (3) to verify whether those clusters will group together the different learning outcomes assessed in four different evaluation procedures. Use of the LMS with hypermedia Smart Tutoring Systems was studied among students of Health Sciences, all of whom had similar test results in the use of metacognitive skills. It explained 38% of the variance in student learning outcomes in the evaluation procedures. Likewise, three clusters that grouped the learning outcomes in relation to the variable ‘Use of an LMS with hypermedia Smart Tutoring Systems vs. No use’ explained 60.4% of the variance. Each cluster grouped the learning outcomes in the different evaluation procedures. In conclusion, LMS with hypermedia Smart Tutoring Systems in Moodle increased the effectiveness of student learning outcomes, above all in the individual quiz-type tests. It also facilitated personalized learning and respect for the individual pace of student-learning. Hence, modules for the analysis of supervised, unsupervised and multivariate learning should be incorporated into the Moodle platform to provide teaching tools that will undoubtedly contribute to improvements in student learning outcomes. HIGHLIGHTS Learning management systems (LMS) that incorporate hypermedia Smart Tutoring Systems and personalized student feedback can increase self-regulated learning (SRL). Learning management systems with hypermedia Smart Tutoring Systems increased the effectiveness of student learning outcome. The use of an LMS with hypermedia Smart Tutoring Systems vs. No use’ explained 60.4% of the variance in student learning outcome.

show abstract

Section: Discussionmentioning

confidence: 99%

“…The above-mentioned Intelligent Tutoring Systems include the use of hypermedia systems, that provide feedback on the learning process and support to the student or group of students in real time. In addition, those systems can provide different types of regulation and can predict learning results (Lau et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

2019

View full text Add to dashboard Cite

show abstract

“…In contrast, blended learning (80% interaction in the LMS) is a space where feedback is done 80% of the time through F2F and 20% through LMS [18,23], hereafter referred to as Blended Learning type 2. Recent investigations have found that the replacement blended environment accompanied by the use of active methodologies (e.g., PBL, use of hypermedia resources, flipped learning experiences, and quizzes, or all at once) improved the learning results of students [3,24]. These achievements are especially significant in university environments [25,26] because future graduates will have to develop collaborative work skills, problem-solving independence, and the use of new technologies.…”

Section: Design Of the Blended-learning Space In Nursing Instructionmentioning

confidence: 99%

“…Recent investigations have confirmed that if such a methodology is accompanied by the use of hypermedia resources (e.g., flipped learning experiences, quizzes, use of wikis, on-line glossaries, etc. ), then acquisition of deep learning is strengthened in students [3]. Deep learning is a concept developed in the framework of the taxonomy of Bloom [4].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Blended Learning in Nursing Education

Manzanares

Llamazares

Arnaiz‐González

2020

IJERPH

View full text Add to dashboard Cite

Currently, teaching in higher education is being heavily developed by learning management systems that record the learning behaviour of both students and teachers. The use of learning management systems that include project-based learning and hypermedia resources increases safer learning, and it is proven to be effective in degrees such as nursing. In this study, we worked with 120 students in the third year of nursing degree. Two types of blended learning were applied (more interaction in learning management systems with hypermedia resources vs. none). Supervised learning techniques were applied: linear regression and k-means clustering. The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. It therefore appears that blended learning applied in Learning Management System (LMS) with hypermedia resources favors greater achievement of effective learning. Likewise, with this type of Blended Learning (BL) a larger number of students were found to belong to the intermediate cluster, suggesting that this environment strengthens better results in a larger number of students. BL with hypermedia resources and project-based learning increase students' learning outcomes and interaction in learning management systems. Future research will be aimed at verifying these results in other nursing degree courses.

show abstract

“…There is a need to corroborate claims drawn from the process data by aligning it with outcomes. This study builds on recent approaches to tackling this issue by applying student‐profiling methods such as Latent Profile Analysis (Barnard‐Brak, Lan, & Paton, 2010; Jang et al ., 2017; Lau, Sinclair, Taub, Azevedo, & Jang, 2017) to model the relationships between SRL and TPACK outcomes.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration

Huang¹,

Li²,

Poitras³

et al. 2020

Brit J Educational Tech

View full text Add to dashboard Cite

Past research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers’ TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined how the interrelations among metacognitive activities and TPACK constructs affected preservice teachers’ technology integration in instructional design. Sixty‐four preservice teachers designed a lesson with nBrowser, a computer‐based learning environment (CBLE) that helps teachers incorporate technology into instruction by promoting self‐regulated learning (SRL). Drawing on the lesson plans, we extracted six types of metacognitive processes preservice teachers exhibited while solving the task and generated two distinct SRL profiles according to the identified latent profile of metacognitive patterns. The competent self‐regulated learners demonstrated more efforts in metacognitive monitoring activities than the less competent self‐regulated learners in regulating their task solving processes. When comparing TPACK comprehension and design performance between the two profiles, the competent self‐regulated learners outperformed the less competent self‐regulated learners on comprehension and design outcomes. This study provides deep insights into teachers’ self‐regulation in CBLEs and emphasizes the pivotal role of metacognition and SRL in teachers’ TPACK development. What is already known about this topic Success in technology integration calls for teachers’ conceptual understanding of technological pedagogical content knowledge (TPACK). Teachers’ self‐regulated learning (SRL) ability mediates their TPACK development since metacognitive activities in the SRL process enable teachers to monitor and evaluate TPACK learning towards the sophisticated levels of TPACK. What this paper adds nBrowser, the computer‐based learning environment fosters teachers’ engagement in regulated TPACK development. Analysis of teachers’ lesson plans affords opportunities to identify teachers’ specific metacognitive processes in self‐regulated TPACK development. Latent profile analysis helps to understand the heterogeneity of teachers’ metacognitive processes and establish distinctive profiles regarding teachers’ self‐regulation. Teachers’ TPACK development differed significantly across distinctive SRL profiles. Implications for practice and/or policy Teacher educators should find ways to support teachers’ SRL ability in technology education. The identification of SRL profiles could contribute to designing metacognitive scaffolds in the specific domain of teachers’ technology education.

show abstract

Transitioning self-regulated learning profiles in hypermedia-learning environments

Cited by 16 publications

References 14 publications

Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

Effectiveness of Blended Learning in Nursing Education

Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration

Contact Info

Product

Resources

About