Recognizing and measuring self-regulated learning in a mobile learning environment

With the realization that more research is needed to explore external factors (e.g., pedagogy, parental involvement in the context of K-12 learning) and internal factors (e.g., prior knowledge, motivation) underlying student-centered mobile learning, the present study conceptually and empirically explores how the theories and methodologies of self-regulated learning (SRL) can help us analyze and understand the processes of mobile learning. The empirical data collected from two elementary science classes in Singapore indicates that the analytical SRL model of mobile learning proposed in this study can illuminate the relationships between three aspects of mobile learning: students’ self-reports of psychological processes, patterns of online learning behavior in the mobile learning environment (MLE), and learning achievement. Statistical analyses produce three main findings. First, student motivation in this case can account for whether and to what degree the students can actively engage in mobile learning activities metacognitively, motivationally, and behaviorally. Second, the effect of students’ self-reported motivation on their learning achievement is mediated by their behavioral engagement in a pre-designed activity in the MLE. Third, students’ perception of parental autonomy support is not only associated with their motivation in school learning, but also associated with their actual behaviors in self-regulating their learning.     

Attention paid to feedback provided by a computer-based assessment for learning on information literacy

Three studies are presented on attention paid to feedback provided by a computer-based assessment for learning on information literacy. Results show that the attention paid to feedback varies greatly. In general the attention focuses on feedback of incorrectly answered questions. In each study approximately fifty percent of the respondents paid attention to feedback of incorrect answers only. Approximately another twenty-five percent did not pay attention to feedback at all. Results suggest that differences in attention paid to feedback are influenced by task difficulty and test length. Supervision, however, does not seem to influence the average attention paid to feedback. On the other hand, results show that indirect and direct supervision lead to a greater impact of feedback provided by a computer-based assessment for learning as the number increases of students taking the test and, as a consequence, paying attention to feedback.     

An experiment for improving students performance in secondary and tertiary education by means of m-learning auto-assessment

Mobile learning is considered an evolution of e-learning that embraces the ubiquitous nature of current computational systems in order to improve teaching and learning. Within this context it is possible to develop mobile applications oriented to learning, but it is also important to assess to what extent such applications actually work. In this paper we present a new tool designed to reinforce students’ knowledge by means of self-assessment. Improvement in student achievement was evaluated and an attitudinal survey was also carried out to measure student attitudes towards this new tool. Three different experimental groups were selected for this research, with students aged from 14 to 21 years old, including high-school and university students. Results show that this kind of tool improves student achievement, especially amongst younger learners, with a relatively low impact on current teaching activities and methodology.     

The impact of general and specific performance and self-efficacy on learning with computer-based concept mapping

When students learn a new and challenging task, for which they have very limited corresponding personal or vicarious experiences to refer, it is important to understand how their self-efficacy beliefs evolve during the course of sequential lessons; how they differ in the way their general learning performance and self-efficacy influence their ratings of task-specific self-efficacy and performance; and, how such differences may result in different learning outcomes and motivations for learning. By examining a group of 66 students engaged in learning to construct good concept maps with computer software, this study revealed several important findings on these questions. Students generally tended to initially overestimate their ability to successfully carry out the required task. They also varied in the way their general self-efficacy and performance were associated with their task-specific self-efficacy and performance. And, these differences did appear to be associated with different learning outcomes and motivations for learning. These results indicate that investigating individual differences in students’ patterns of association between general and specific performance and their self-efficacy may lead to a better understanding of how students differ in their levels of motivation and outcomes when learning a new and challenging task.     

Feature-based assessment of visuo-spatial neglect patients using hand-drawing tasks

Visuo-spatial neglect (VSN) is a post-stroke condition in which a patient fails to respond to stimuli on one side of the visual field. Using an established pencil-and-paper-based method for the assessment of VSN (the Rivermead Behavioural Inattention Test) as a reference, a battery of computer-based hand-drawing tests is developed and shown to be effective in distinguishing between stroke subjects with and without neglect. The novel approach adopts measurements both of the outcome and the process by which the drawing tasks are executed. This approach provides a novel diagnostic capability which results in increased test sensitivity, a more objective assessment and a reduction in overall evaluation time. The paper describes the development of a binary assessment system using the computer-based acquisition and analysis of task data alongside feature selection techniques to maximise performance.

Benefits of adding anxiety-reducing features to a computer-based multimedia lesson on statistics

The present study examined the effectiveness of techniques intended to reduce anxiety as students learn mathematical content from a computer-based lesson. In a between-subjects experiment, students learned statistical rules through worked examples in a computer-based learning environment that either did (treatment group) or did not (control group) include anxiety reducing features—a coping message delivered through the lesson by an online pedagogical agent concerning how to manage feelings of anxiety, and prompts for expressive writing, in which students summarize their thoughts and feelings. An independent samples t-test showed that the treatment group, which received added anxiety-reducing features, showed higher accuracy than the control group on solving practice problems (d = 0.71) and retention problems (d = 0.63) and reported higher perceived effort on learning the multimedia lesson (d = 0.66). In addition, a standard multiple linear regression found that anxiety, self-efficacy, and cognitive load as a set predicted performance (R² = 0.56), with self-efficacy as the strongest predictor (β = 0.63). Adding anxiety-reducing features to an online lesson may encourage greater effort, which leads to better learning outcomes.     

The comparative effect of individually-constructed vs. collaboratively-constructed computer-based concept maps

The researchers investigated the comparative effects of individually-constructed and collaboratively-constructed computer-based concept mapping on middle school science concept learning. One hundred and sixty one students completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, students were assigned to three groups: a self-selected study strategy group, an individual-concept mapping group, and a collaborative pairs – concept mapping group. Collaboratively and individually-constructing computer-based concept maps had equally positive effects on seventh grade middle school science concept learning as measured on a comprehension test. However, the students who collaboratively constructed concept maps created significantly higher quality concept maps than those who individually constructed concept maps indicating deeper conceptual understanding.     

Self-regulated learning strategies and software training

We investigated one aspect of the growing trend towards self-management within organizations by examining the learning processes that individuals use when learning computer software alone in a web-based training environment, and found that individuals learn in different ways. Software training in any context requires individuals to apply self-regulated learning strategies to achieve their learning objectives. Self-regulated learning strategies are the processes that they use to manage their own learning. As self-guided training gains popularity, self-regulated learning strategies become increasingly important, because the learner typically has more control of their training. We found that self-regulated learning strategies led to better outcomes in our study of managers and professionals learning to use an ERP system. We also gained insights into the most popular learning strategies. This work enhanced our understanding of user processes when learning computer software. It should assist organizations in maximizing the return from their investment in training employees and managing knowledge.     

The impact of goal specificity and goal type on learning outcome and cognitive load

Two hundred and thirty three 15-year old students conducted experiments within a computer-based learning environment. They were provided with different goals according to an experimental 2 × 2 design with goal specificity (nonspecific goals versus specific goals) and goal type (problem solving goals versus learning goals) as factors. We replicated the findings of other researchers that nonspecific problem solving goals lead to lower cognitive load and better learning than specific problem solving goals. For learning goals, however, we observed this goal specificity effect only on cognitive load but not on learning outcome. Results indicate that the goal specificity affects the element interactivity of a task and cognitive load with both, problem solving goals or learning goals. But differences in overall cognitive load are not sufficient for explaining differences in learning outcome. Additionally, differences in strategy use come into play. Specific problem solving goals seem to restrict students to use a problem solving strategy whereas nonspecific problem solving goals or learning goals allow students to use a learning strategy. We conclude that in order to foster learning, students must be provided with goals that allow them to use a learning strategy. Additionally, providing them with nonspecific goals decreases cognitive load and, thus, enables students to learn with less effort.     

A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students

This study explored the consistency and difference of teacher-, student self- and peer-assessment in the context of Web-based portfolio assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the assessment system, the students performed portfolio creation, inspection, self- and peer-assessment; three teachers reviewed portfolios and evaluated learning performances. There were significant differences in the results of the three assessment methods, among which teacher-raters adopted the most rigorous scoring standards, while peer-raters tended to use the most lax standards. The results of self- and teacher-assessment were discovered to be consistent; however, consistency was not discovered between self- and peer-assessment as well as peer- and teacher-assessment. In analyzing their consistency with the end-of-course examination, teacher- and self-assessment demonstrated high consistency, whereas peer-assessment showed a low level of consistency.     

Cognitive process validation of an online problem solving assessment

In this study we tested a novel cognitive validation strategy that yoked participants' verbal protocols with their clickstream data using a problem solving assessment (IMMEX—Interactive Multimedia Exercises). Participants were presented with a scenario and provided with relevant and irrelevant information to solve the task. Participants could access the information in any order and attempt to solve the problem at any time. The most frequently occurring cognitive processes were paraphrasing text, accurate cause–effect inferences, and monitoring of problem solving behavior. Productive processes were related to success and consistent with scientific reasoning behavior on the task and unproductive processes were related to unsuccessful performance and consistent with poor reasoning. We found strong evidence of the cognitive validity of the IMMEX task. Components of an online process-based assessment testbed are identified.     

Student-teacher communication directed to computer-based learning environments

The main objective of this paper is to provide an optimal way for students to control a computer-based teacher and interact with it. From previous experience, we took a special interest in improving the navigation through tutorial systems, and also in the evaluation techniques, designing and developing a new tutorial based on an open architecture. After implementing the tutorial prototype, it was evaluated by a selected group of users in a controlled laboratory situation in order to gather data about the characteristics and usability of this prototype. In general, users had a good overall opinion of the evaluated tutorial. The key idea behind our experience is the introduction of tutorials in all practical classes as a complement to the instructor in the near future.     

Hemodynamic models for education in physiology

By application of case-based learning (CBL) various effects can be analyzed and demonstrated more easily. In the area of medicine one rapidly reaches boundaries in the visualization of complex information [J.L.M. Poiseuille, Recherches experimentales sur le mouvement des liquids dans les tubes de tres petits diametres, Memoires Savant des Etrangers 9 (1846) 433–544]. Learning and teaching without recourse to patients is difficult. Consequently the use of models and simulations are useful. In this paper the authors report about experiences gained with HAEMOSIM, a web-based project in medical education. The goal of this project is the design and development of interactive simulations in local hemodynamics by the application of mathematical–physiological models. These include the modelling of arterial blood flow dependent on the pressure gradient, radius and bifurcations, as well as blood flow profiles in dependency of viscosity, density and radius and finally pulse-wave dynamics with regard to local and global compliance.