What Can Off- and Online Measures Tell about Students’ Self-Regulation and Their Achievement While Learning Science Expository Hypertext
| Autor: | Alenka Kavčič, Anja Podlesek, Luka Komidar, Aleš Hladnik, Bojana Boh Podgornik, Ciril Bohak, Katja Depolli Steiner, Alenka Gril, Žiga Lesar, Matija Marolt, Sonja Pečjak, Matevž Pesek, Tina Pirc, Melita Puklek Levpušček, Cirila Peklaj |
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| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
naravoslovni razlagalni hiperteks
self-regulated learning Renewable Energy Sustainability and the Environment udc:004 science expository hypertext Geography Planning and Development student achievement učni uspeh ComputingMilieux_COMPUTERSANDEDUCATION samoregulacijsko učenje Management Monitoring Policy and Law |
| Zdroj: | Sustainability; Volume 14; Issue 9; Pages: 5686 Sustainability, vol. 14, no. 9, pp. 1-19, 2022. |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su14095686 |
| Popis: | Self-regulated learning (SRL) plays an important role in successful learning with hypertexts. The use of appropriate SRL strategies helps students acquire new knowledge more efficiently. We investigated the use of SRL strategies in individual learning from expository science hypertext, the correlations between different measures of self-regulation, and the differences in SRL between more and less successful students. A sample of 443 ninth graders from 15 different schools participated in the study. A variety of off- and online measures were used to measure SRL. Data were collected from student traces, questionnaires, tests scores, and notes. Low correlations between the off- and online measures of SRL suggest that they measure different aspects of SRL use in learning digital science texts. Student achievement in science positively correlated with their use of SRL strategies. Students with higher knowledge gains reported the higher use of deep cognitive strategies, higher motivation for learning, and used a higher number of strategies in note-taking while learning. The results of this study may have practical implications for teachers to support student SRL and for developers of digital learning materials to incorporate SRL scaffolding into learning topics. |
| Databáze: | OpenAIRE |
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