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An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models
International Journal of Educational Technology in Higher Education ( IF 7.611 ) Pub Date : 2020-12-01 , DOI: 10.1186/s41239-020-00233-y
Chih-Yueh Chou , Nian-Bao Zou

In self-regulated learning (SRL), students organize, monitor, direct, and regulate their learning. In SRL, monitoring plays a critical role in generating internal feedback and thus adopting appropriate regulations. However, students may have poor SRL processes and performance due to their poor monitoring. Researchers have suggested providing external feedback to facilitate better student SRL. However, SRL involves many meta-cognitive internal processes that are hidden and difficult to observe and measure. This study proposed a SRL model to illustrate the relationship among external SRL tools, internal SRL processes, internal feedback, and external feedback. Based on the model, this study designed a system with SRL tools and open leaner models (OLMs) to assist students in conducting SRL, including self-assessing their initial learning performance (i.e. perceived initial performance and monitoring of learning performance) after listening to a teacher’s lecture, being assessed by and receiving external feedback from the OLM (i.e. actual performance) in the system, setting target goals (i.e. desired performance) of follow-up learning, conducting follow-up learning (i.e. strategy implementation), and evaluating their follow-up learning performance (i.e. perceived outcome performance and strategy outcome monitoring). These SRL tools also externalize students’ internal SRL processes and feedback, including perceived initial, desired, and perceived outcome performances, for investigation. In addition, this study explores the impact of external feedback from the OLM on students’ internal SRL processes and feedback. An evaluation was conducted to record and analyze students’ SRL processes and performance, and a questionnaire was administered to ask students about their SRL processes. There are three main findings. First, the results showed that students often have poor internal SRL processes and poor internal feedback, including poor self-assessment, inappropriate target goals, a failure to conduct follow-up learning, and a failure to achieve their goals. Second, the results revealed that the SRL tools and external feedback from the OLM assisted most students in SRL, including monitoring their learning performance, goal-setting, strategy implementation and monitoring, and strategy outcome monitoring. Third, some students still required further support for SRL.

中文翻译:

以自律学习工具和开放学习者模型为中介的自律学习活动的内外部反馈分析

在自我调节学习 (SRL) 中,学生组织、监督、指导和调节他们的学习。在 SRL 中,监控在产生内部反馈并因此采用适当的法规方面起着至关重要的作用。但是,由于监控不力,学生的 SRL 流程和表现可能很差。研究人员建议提供外部反馈以促进更好的学生 SRL。然而,SRL 涉及许多隐藏且难以观察和测量的元认知内部过程。本研究提出了一个 SRL 模型来说明外部 SRL 工具、内部 SRL 流程、内部反馈和外部反馈之间的关系。基于该模型,本研究设计了一个带有 SRL 工具和开放式精益模型 (OLM) 的系统,以帮助学生进行 SRL,包括在听完老师讲课后自我评估他们的初始学习表现(即感知的初始表现和学习表现的监控),由系统中的OLM评估并接收来自OLM的外部反馈(即实际表现),设定目标目标(即期望绩效),进行后续学习(即战略实施),并评估他们的后续学习绩效(即感知结果绩效和战略结果监控)。这些 SRL 工具还将学生的内部 SRL 过程和反馈外化,包括感知的初始、期望和感知的结果表现,以供调查。此外,本研究探讨了来自 OLM 的外部反馈对学生内部 SRL 过程和反馈的影响。进行评估以记录和分析学生的 SRL 过程和表现,并管理问卷以询问学生关于他们的 SRL 过程。有三个主要发现。首先,结果显示学生的内部SRL过程往往很差,内部反馈也很差,包括自我评估不佳、目标目标不合适、未能进行后续学习以及未能实现目标。其次,结果显示 SRL 工具和来自 OLM 的外部反馈帮助了大多数 SRL 学生,包括监控他们的学习表现、目标设定、策略实施和监控以及策略结果监控。第三,部分学生仍需要进一步支持 SRL。并进行了问卷调查,向学生询问他们的 SRL 过程。有三个主要发现。首先,结果显示学生的内部SRL过程往往很差,内部反馈也很差,包括自我评估不佳、目标目标不合适、未能进行后续学习以及未能实现目标。其次,结果显示 SRL 工具和来自 OLM 的外部反馈帮助了大多数 SRL 学生,包括监控他们的学习表现、目标设定、策略实施和监控以及策略结果监控。第三,部分学生仍需要进一步支持 SRL。并进行了问卷调查,向学生询问他们的 SRL 过程。有三个主要发现。首先,结果显示学生的内部SRL过程往往很差,内部反馈也很差,包括自我评估不佳、目标目标不合适、未能进行后续学习以及未能实现目标。其次,结果显示 SRL 工具和来自 OLM 的外部反馈帮助了大多数 SRL 学生,包括监控他们的学习表现、目标设定、策略实施和监控以及策略结果监控。第三,部分学生仍需要进一步支持 SRL。包括自我评估不佳、目标目标不当、未能进行后续学习以及未能实现目标。其次,结果显示 SRL 工具和来自 OLM 的外部反馈帮助了大多数 SRL 学生,包括监控他们的学习表现、目标设定、策略实施和监控以及策略结果监控。第三,部分学生仍需要进一步支持 SRL。包括自我评估不佳、目标目标不当、未能进行后续学习以及未能实现目标。其次,结果显示 SRL 工具和来自 OLM 的外部反馈帮助了大多数 SRL 学生,包括监控他们的学习表现、目标设定、策略实施和监控以及策略结果监控。第三,部分学生仍需要进一步支持 SRL。
更新日期:2020-12-01
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