Writing learning journals: Instructional support to overcome learning-strategy deficits

Hübner, Sandra; Nückles, Matthias; Renkl, Alexander

doi:10.1016/j.learninstruc.2008.12.001

Cited by 128 publications

(107 citation statements)

References 48 publications

(60 reference statements)

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“…Previous research has demonstrated gender differences in self-regulated learning strategies (e.g., Vandevelde et al, 2013;Zimmerman & Martinez-Pons, 1990). Furthermore, grade was added as a proxy measure for age as the use of cognitive and metacognitive strategies is strongly related to age (H€ ubner, N€ uckles, & Renkl, 2010;Zimmerman & Martinez-Pons, 1990). …”

Section: Discussionmentioning

confidence: 99%

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

et al. 2014

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Background. Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce.

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Section: Discussionmentioning

confidence: 99%

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

et al. 2014

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“…Learners tend to use journals to report descriptive accounts of events with no deeper reflection of underlying meaning Hargreaves 2004;Minott 2008;O'Connell and Dyment 2004;Richardson and Maltby 1995;Ryan 2013;Wessel and Larin 2006). 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).…”

Section: Scaffolding For Reflectionmentioning

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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“…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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Writing learning journals: Instructional support to overcome learning-strategy deficits

Cited by 128 publications

References 48 publications

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

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

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