With a little help from my e-portfolio:supporting students’ self-directed learning in senior vocational education

Senior vocational education students are increasingly expected to direct their own learning. This, however, is not easy. These students need help developing the skills necessary for self-directed learning. An electronic portfolio may prove beneficial, assuming that students receive sufficient coaching. This study found that some of the teacher-coaching can be replaced with self-coaching while retaining the positive effects on the development of self-direction and motivation. It is, however, essential that students are given the room to make their own choices while receiving sufficient guidance

Walking the tightrope with an e-portfolio:imbalance between support and autonomy hampers self-directed learning

Teacher coaching is essential to support self-directed learning, but requires a lot of time and energy. This mixed-methods study investigated the effects of using an e-portfolio with a self-coaching protocol and limited teacher coaching on the development of self-directed learning skills and motivation. With regard to self-directed learning, students' overestimation of performance on learning tasks grew over time, while their ability to formulate points for improvement did not change significantly. With regard to motivation, students' controlled (i.e. largely extrinsic) motivation increased while their autonomous (i.e. largely intrinsic) motivation decreased. Thematic analysis of interviews demonstrated students needed more support and feedback from their teacher. The use of suboptimal cues for performance assessment and an imperfect balance between autonomy and support hampered self-directed learning and motivation. We recommend providing just-in-time feedback about performance on learning tasks and giving students some autonomy over the choice of learning tasks, to enhance reflection and motivation

Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education?

Introduction: The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement of personal significance and strengthening of task-analysis skills. Method: The present study researched whether Talents Talks and Talent Lessons can be used to improve students’ self-regulated learning skills, motivation, and self-efficacy. We employed a quasi-experimental 2 × 2 design comparing four groups (total N = 233), who received either Talent Talks or Talent Lessons, both, or neither. Students were tested at three separate moments on absolute monitoring accuracy and self-report measures of self-regulated learning, motivation, and self-efficacy, with the interventions being implemented between the first and second moment. Results: There were no significant differences between conditions at any of the test moments. Discussion: As such, there is at present no evidence suggesting that Talent Talks and Talent Lessons positively influence self-regulation, self-efficacy, and motivation. Effectiveness of the intervention might be increased if Talent Talks and Talent Lessons are adapted, so that students’ reflections about talents are tailored to self-regulation of specific tasks

Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education?

Introduction: The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement of personal significance and strengthening of task-analysis skills. Method: The present study researched whether Talents Talks and Talent Lessons can be used to improve students’ self-regulated learning skills, motivation, and self-efficacy. We employed a quasi-experimental 2 × 2 design comparing four groups (total N = 233), who received either Talent Talks or Talent Lessons, both, or neither. Students were tested at three separate moments on absolute monitoring accuracy and self-report measures of self-regulated learning, motivation, and self-efficacy, with the interventions being implemented between the first and second moment. Results: There were no significant differences between conditions at any of the test moments. Discussion: As such, there is at present no evidence suggesting that Talent Talks and Talent Lessons positively influence self-regulation, self-efficacy, and motivation. Effectiveness of the intervention might be increased if Talent Talks and Talent Lessons are adapted, so that students’ reflections about talents are tailored to self-regulation of specific tasks

Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education?

IntroductionThe transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement of personal significance and strengthening of task-analysis skills.MethodThe present study researched whether Talents Talks and Talent Lessons can be used to improve students’ self-regulated learning skills, motivation, and self-efficacy. We employed a quasi-experimental 2 × 2 design comparing four groups (total N = 233), who received either Talent Talks or Talent Lessons, both, or neither. Students were tested at three separate moments on absolute monitoring accuracy and self-report measures of self-regulated learning, motivation, and self-efficacy, with the interventions being implemented between the first and second moment.ResultsThere were no significant differences between conditions at any of the test moments.DiscussionAs such, there is at present no evidence suggesting that Talent Talks and Talent Lessons positively influence self-regulation, self-efficacy, and motivation. Effectiveness of the intervention might be increased if Talent Talks and Talent Lessons are adapted, so that students’ reflections about talents are tailored to self-regulation of specific tasks

Review Study

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Review Study

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