3 research outputs found
Fostering expert learning strategies in novices
The studies reported in this dissertation were undertaken to shed light on
some important issues that currently prevail in research on the development
of expertise, and in research on fostering metacognitive processes in learners
in particular. In general, the studies reported here were develo
Synthesizing cognitive load and self-regulation theory: a theoretical framework and research agenda
An exponential increase in the availability of information over the last two decades has
asked for novel theoretical frameworks to examine how students optimally learn under
these new learning conditions, given the limitations of human processing ability. In this
special issue and in the current editorial introduction, we argue that such a novel
theoretical framework should integrate (aspects of) cognitive load theory and selfregulated learning theory. We describe the effort monitoring and regulation (EMR)
framework, which outlines how monitoring and regulation of effort are neglected but
essential aspects of self-regulated learning. Moreover, the EMR framework emphasizes
the importance of optimizing cognitive load during self-regulated learning by reducing
the unnecessary load on the primary task or distributing load optimally between the
primary learning task and metacognitive aspects of the learning task. Three directions for
future research that derive from the EMR framework and that are discussed in this
editorial introduction are: (1) How do students monitor effort? (2) How do students
regulate effort? and (3) How do we optimize cognitive load during self-regulated learning
tasks (during and after the primary task)? Finally, the contributions to the current special
issue are introduced
Effects of problem solving after worked example study on secondary school children’s monitoring accuracy
Monitoring accuracy, measured by judgements of learning (JOLs), has
generally been found to be low to moderate, with students often displaying
overconfidence, and JOLs of problem solving are no exception. Recently,
primary school children’s overconfidence was shown to diminish when they
practised problem solving after studying worked examples. The current
study aimed to extend this research by investigating whether practising
problem solving after worked example study would also improve JOL
accuracy in secondary education. Adolescents of 14–15 years old (N = 143)
were randomly assigned to one of five conditions that differed in timing of
JOLs, whether practice problems were provided, and timing of the practice
problems provided: (1) worked examples – JOL, (2) worked examples – delay
– JOL, (3) worked examples – practice problems – JOL, (4) worked examples
– practice problems – delay – JOL or (5) worked examples – delay – practice
problems – JOLs. Results showed that practice problems improved absolute
accuracy of JOLs as well as regulation accuracy. No differences in final test
performance were found