BackgroundThe current and future workforce is challenged to adapt to changing environments and become lifelong, self-regulated learners. Learning journals can regulate learning processes through scaffolding reflection on rich experiences. However, learning journals are not effective per se. This study investigates the effects of an online learning journal platform, called ‘LearnDoc’, that provides scaffolds for learners in their initial vocational education and training. The specific research questions addressed in this paper are what usage patterns emerge from learners’ use of the LearnDoc platform, when do learners create their journal entries, and how do usage patterns and procrastination relate to learners’ final exam performance.MethodsThe LearnDoc platform has been used throughout a 3-year training program by a cohort of Swiss vocational students (N = 132). Different usage patterns (intensity and pacing) and learning strategies (metacognitive and non-metacognitive) were distinguished through a mixed methods approach.ResultsResults indicate a significant link between learning journal pacing patterns and learners’ final assessment performance. Learners who finished with higher grades tended to start generating their learning journals earlier and made more use of the learning strategies “planning, monitoring, debugging” while weaker students focused more on “evaluation”. Findings suggest that students’ perceptions of the purpose of learning journals influence their pacing strategies and selection of learning strategies.ConclusionsThese results are valuable for the design of effective scaffolds for a better and a more reflective usage of learning journals in vocational education and training.

中文翻译：

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是什么使在线学习期刊对VET具有强大的作用？区分生产使用方式和有效的学习策略

背景技术当前和未来的劳动力面临挑战，以适应不断变化的环境并成为终身，自我调节的学习者。学习型期刊可以通过脚手架上丰富经验的反思来规范学习过程。但是，学习期刊本身并不有效。这项研究调查了称为“ LearnDoc”的在线学习期刊平台的作用，该平台为学习者的初始职业教育和培训提供了支架。本文解决的具体研究问题是，学习者使用LearnDoc平台会出现什么使用模式，学习者何时创建日记条目以及使用模式和拖延如何与学习者的期末考试成绩相关。方法一组瑞士职业学生（N = 132）在整个3年培训计划中使用了LearnDoc平台。通过混合方法区分了不同的使用模式（强度和节奏）和学习策略（元认知和非元认知）。结果结果表明学习日记的节奏模式与学习者的最终评估表现之间存在显着的联系。成绩较高的学习者倾向于更早地开始生成他们的学习日记，并更多地使用“计划，监控，调试”的学习策略，而较弱的学生则更多地关注“评估”。研究结果表明，学生对学习期刊目的的看法会影响他们的节奏策略和学习策略的选择。