Self-Regulated Learning: Comparing Online and Classroom Courses in Cognition, Metacognition, Motivation, Emotions, Contexts, and Behavior

International audienceThis research aims at evaluating the use of cognition, metacognition, motivational, emotional, contextual and behavioral processes in self-regulated learning in online and traditional classroom environments for two separate experiments with two groups each. We used a questionnaire developed based on the adaptation of six existing scales, with the addition of a general section about the course itself. By contrasting the two experiments, results were consistent for online courses suggesting a higher mastery of motivation and positive emotions after taking the course, although it was in many ways similar to a traditional course. Finally, online course might have been associated with higher scores in context control than traditional course but it could depend of the course content

Entornos hipermedia: posibilidades y retos

Diversos estudios subrayan el potencial que los entornos hipermedia tienen para el aprendizaje, sin embargo, las intervenciones demuestran desiguales resultados en función del tipo de aprendiz, contexto y características del entorno del entorno de aprendizaje. En el presente trabajo se sintetizan los resultados de una revisión sistemática de los artículos científicos sobre entornos hipermedia indexados en la Web of Science, cuyas conclusiones dan cuenta de las dificultades encontradas en este campo de estudio, así como permiten proponer medidas para su subsanación

KONTRIBUSI KEMAMPUAN KALKULUS DIFFERENSIAL DAN KALKULUS INTEGRAL TERHADAP HASIL BELAJAR MATA KULIAH PERSAMAAN DIFFERENSIAL

Penelitian ini bertujuan untuk menguji: (1) signifikansi kontribusi kemampuan kalkulus differensial dan kalkulus integral terhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial, (2) signifikansi kontribusi kemampuan kalkulus differensial terhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial, dan (3) signifikansi kontribusi kemampuan kalkulus integral daterhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial. Penelitian ini merupakan penelitian kuantitatif assosiatif dengan populasi seluruh mahasiswa semester V Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Surakarta, Tahun Akademik 2015/2016. Dengan teknik sampling kuota, diperoleh 25 mahasiswa sebagai sampel di dalam penelitian ini. Data penelitian diperoleh dengan metode tes dan dokumentasi. Data tersebut dianalisis dengan menggunakan uji regresi linier ganda dengan tingkat signifikansi 5% menggunakan software SPSS. Sebagai uji prasyarat analisis dilakukan uji normalitas, uji linieritas, uji multikolinieritas, uji autokorelasi, dan uji heteroskedastisitas. Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa: (1) terdapat kontribusi yang signifikan dari kemampuan kalkulus differensial dan kalkulus integral terhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial, (2) terdapat kontribusi yang signifikan dari kemampuan kalkulus differensial terhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial, dan (3) terdapat kontribusi yang signifikan dari kemampuan integral terhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial

KONTRIBUSI KEMAMPUAN KALKULUS DIFFERENSIAL DAN KALKULUS INTEGRAL TERHADAP HASIL BELAJAR MATA KULIAH PERSAMAAN DIFFERENSIAL

Penelitian ini bertujuan untuk menguji: (1) signifikansi kontribusi kemampuan kalkulus differensial dan kalkulus integral terhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial, (2) signifikansi kontribusi kemampuan kalkulus differensial terhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial, dan (3) signifikansi kontribusi kemampuan kalkulus integral daterhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial. Penelitian ini merupakan penelitian kuantitatif assosiatif dengan populasi seluruh mahasiswa semester V Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Surakarta, Tahun Akademik 2015/2016. Dengan teknik sampling kuota, diperoleh 25 mahasiswa sebagai sampel di dalam penelitian ini. Data penelitian diperoleh dengan metode tes dan dokumentasi. Data tersebut dianalisis dengan menggunakan uji regresi linier ganda dengan tingkat signifikansi 5% menggunakan software SPSS. Sebagai uji prasyarat analisis dilakukan uji normalitas, uji linieritas, uji multikolinieritas, uji autokorelasi, dan uji heteroskedastisitas. Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa: (1) terdapat kontribusi yang signifikan dari kemampuan kalkulus differensial dan kalkulus integral terhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial, (2) terdapat kontribusi yang signifikan dari kemampuan kalkulus differensial terhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial, dan (3) terdapat kontribusi yang signifikan dari kemampuan integral terhadap hasil belajar mahasiswa pada mata kuliah persamaan differensial

Digital Assistants for Self-Regulated Learning: Towards a State-Of-The-Art Overview

We observe a continuous shift from face-to-face to hybrid or online education. Today, learners are exposed to a high level of autonomy and, at the same time, have less contact with peers and teachers. In this environment, the ability to self-regulate one’s learning is becoming more relevant to achieve positive learning results and academic success. However, the application of self-regulated learning is not trivial. A potential solution for this challenge comes in the form of digital assistants like chatbots or pedagogical agents that provide structure for the learners. Existing research on digital assistants for self-regulated learning is scattered across several fields. In this research-in-progress paper, we present preliminary results of a systematic literature review (SLR) study providing an overview of the state-of- the-art of digital assistants supporting SRL. Our results show that future research in this domain should focus on affect, behavioral, and context regulation and more longitudinal studies are required

The Importance of Usability for Learning with Digital Media

Im Rahmen einer quantitativen Feldstudie wurde der Zusammenhang zwischen der System Usability eines digitalen Lernmediums und dem erzielten Lernerfolg in einem computerbasierten Unterrichtssetting untersucht. 31 Schülerinnen und Schüler zweier gymnasialer Biologie-Leistungskurse absolvierten dazu eine webbasierte Lerneinheit zu einem Thema der Zellbiologie. Es zeigte sich eine mittlere Korrelation zwischen der Usabilitybewertung und dem Ergebnis eines Leistungstests (r(28) = .384, p < .05). Der Zusammenhang erwies sich auch unter Kontrolle lernerfolgsrelevanter Personenmerkmale mittels multipler Regression als stabil. Gemeinsam erklären Vorwissen, numerische Verarbeitungskapazität, Aktualmotivation und System Usability 52.9% der beobachteten Leistungstestvarianz. Ferner zeigte sich ebenso eine mittlere Korrelation zwischen System Usability und dem Interesse der Schüler an der Lernaufgabe (r(28) = .396, p < .05). Usability erscheint damit als bedeutsames Interaktionsmerkmal für das Lernen mit digitalen Medien. In der durchgeführten Studie erklärte sie substantiell interindividuelle Unterschiede bei der computergestützten Wissensaneignung und stellt damit möglicherweise eine wesentliche Gelingensbedingung für die Digitalisierung des Lehrens und Lernens dar.In a field study we examined the relationship between the system usability of a digital learning medium and the learning success of computer-assisted instruction quantitatively. 31 students from two advanced biology courses at a German secondary school took a web-based lesson on cell biology. We found a medium correlation between subjective usability ratings and test scores (r(28) = .384, p < .05). The relationship remained stable even after controlling for personality traits and states relevant to learning success by using multiple regression. Prior knowledge, numerical reasoning, current motivation, and system usability accounted for 52.9% of the observed test score variance. Furthermore, we found a medium correlation between system usability and students interest in the learning task (r(28) = .396, p < .05). We therefore conclude that usability seems to be a significant attribute of interaction when students learn with digital media. The results of our study revealed that usability explained substantial individual differences in computer assisted knowledge acquisition and appears to be an essential success factor for the digital transformation of teaching and learning

One field too far?: Higher cognitive relatedness between bachelor and master leads to better ­predictive validity of bachelor grades during admission

Prospective graduate students are usually required to have attained an undergraduate degree in a related field and high prior grades to gain admission. There is consensus that some relatedness between the students’ undergraduate and graduate programs is required for admission. We propose a new measurement for this relatedness using cosine similarity, a method that has been tried and tested in fields such as bibliometric sciences and economic geography. We used this measurement to calculate the relatedness between a student’s undergraduate and graduate program, and tested the effect of this measure on study success. Our models show that there is an interaction effect between undergraduate grades and cognitive relatedness on graduate grades. For bachelor students with high cognitive relatedness, the relationship between bachelor grades and master grades is about twice as strong compared to bachelor students with low cognitive relatedness. This is an important finding because it shows that undergraduate grades, the most common admission instrument in higher education, have limited usefulness for students with relatively unrelated undergraduate programs. Admissions officers need to carefully assess their admission instruments for such students and rely less on grades when it comes to the decision to admit students

Let's Set Up Some Subgoals: Understanding Human-Pedagogical Agent Collaborations and Their Implications for Learning and Prompt and Feedback Compliance

International audienceResearch on collaborative learning between humans and virtual pedagogical agents represents a necessary extension to recent research on the conceptual, theoretical, methodological, analytical, and educational issues behind co-and socially-shared regulated learning between humans. This study presents a novel coding framework that was developed and used to describe collaborations between learners and a pedagogical agent (PA) during a subgoal setting activity with MetaTutor, an intelligent tutoring system. Learner-PA interactions were examined across two scaffolding conditions: prompt and feedback (PF), and control. Learners' compliance to follow the PA's prompts and feedback in the PF condition were also examined. Results demonstrated that learners followed the PA's prompts and feedback to help them set more appropriate subgoals for their learning session the majority of the time. Descriptive statistics revealed that when subgoals were set collaboratively between learners and the PA, they generally lead to higher proportional learning gains when compared to less collaboratively set goals. Taken together, the results provide preliminary evidence that learners are both willing to engage in and benefit from collaborative interactions with PAs when immediate, directional feedback and the opportunity to try again are provided. Implications and future directions for extending co-and socially-shared regulated learning theories to include learner-PA interactions are proposed

In search of valid non-cognitive student selection criteria

Properly selecting students is one of the core responsibilities of higher education institutions, which is done with selection criteria that predict student success. However, student selection literature suffers from a dearth of research on non-cognitive selection criteria which can lead to incorrect admission assessments. Contrarily, personnel selection studies are heavily focused on non-cognitive selection criteria and, as such, can offer insights that can improve the student selection literature. We carried out a systematic literature review of both literature strands and looked for ways in which personnel selection literature could inform student selection literature. We found that non-cognitive selection criteria are better predictors of success in personnel selection than in student selection, implying that non-cognitive skills are more important for job success. We also identified promising selection criteria from the personnel selection literature that could lead to better student success assessment during the selection phase: personality tests, conscientiousness, person-organization-fit, core-self-evaluations and polychronicity