Measuring Self-Regulated Learning: Issues and Innovations

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Presentation transcript:

Measuring Self-Regulated Learning: Issues and Innovations A Multi-Method Approach to Examining Self-Regulated Learning with the Latest Classroom Technology Measuring Self-Regulated Learning: Issues and Innovations Daniel C. Moos, PhD

Overview of Presentation Overview of Research Agenda Guiding Theoretical Framework Description of SRL Measure Advancement of our understanding of SRL Limitations and Future Methodological Directions Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

Overview of Research Agenda (I) Non-linear Multiple Representations Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

Overview of Research Agenda (II) During class… For homework… Lecture/ Direct Instruction Individual worksheet

Overview of Research Agenda (III) During class… For homework… Collaborative worksheet Video/Podcast: Lecture (technology supported)

Department of Education Gustavus Adolphus College Theoretical Frameworks Social Cognitive Approach (Schunk & Zimmerman, 2013; Zimmerman, 2008) Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

Description of SRL Measure (I) Aptitude Event Self-Report (MSLQ, LASSI) Error detection tasks, log file analyses OR Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

Description of SRL Measure (II) Concurrent think-aloud (Ericsson, 2006; Ericsson & Simon, 1994 ) Verbalizing thoughts during learning will not disrupt the learning process, if the “…subjects verbalizing their thoughts while performing a task do not describe or explain what they are doing” (Ericsson & Simon, 1993, pg. xiii). If subjects are not asked to reflect, describe, and/or explain their thoughts during learning, but rather are asked to simply verbalize thoughts entering their attention, then it is assumed that the sequence of thoughts will not be disrupted. Limitations to be discussed… Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

Description of SRL Measure (III) A sample… MONITORING Understanding Content - - + + “That diagram is totally irrelevant” “This makes total sense…” “I don’t get this…” “That had really good information”

Description of SRL Measure (IV) STRATEGIES COIS Draw Search Inferences Memorize Reread Review Notes Summarize Take Notes

Description of SRL Measure (IV) Aptitude Event Self-Report (MSLQ, LASSI) Error detection tasks, log file analyses AND Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

Description of SRL Measure (V) Concurrent Think aloud MSLQ Bernacki et al 2014 Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013 MSLQ

Advancement of our understanding of SRL Multi-method approach (concurrent think-aloud + self-report) 1. Interaction within performance phase Sequential, temporal characteristics of SRL/ patterns of SRL (e.g., Azevedo, 2014) 2. Interaction between forethought and performance phase Importance of motivation orientations (Moos, 2014) Importance of personal goals (Winne, 2014) Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

Limitations and Future Methodological Directions Validity issues arise with younger students and/or novices? Consumption of limited cognitive resources, particularly for non-experts working on complex tasks (Shraw, 2010); “Do young students have the ability and sophistication to verbally express utterances that represent (and are coded as) SRL processes and can be both coded by researchers and externalized to others during collaborative tasks that involve negotiation, shared task understanding” (Azevedo, 2014; p. 223) Capturing motivation What motivation constructs matter? When should motivation be measured during learning? Experimental Setting and Additional Measures Measures in more authentic settings (Perry) Students’ perceptions (Cleary) Multi-method (Azevedo) Daniel C. Moos, PhD Department of Education Gustavus Adolphus College AERA 2013

Roger Azevedo, Matt Bernacki, Tim Cleary, Nancy Perry, Dale Schunk Acknowledgments: Roger Azevedo, Matt Bernacki, Tim Cleary, Nancy Perry, Dale Schunk Contact Information: Email: dmoos@gustavus.edu Website: homepages.gac.edu/~dmoos