Survey Questions: Handcrafting the Standardized Questionnaire.

Computer-based learning environments (CBLEs) present important opportunities for fostering learning; however, studies have shown that students have difficulty when learning with these environments. Research has identified that students’ self-regulatory learning (SRL) processes may mediate the hypothesized positive relations between CBLEs and academic performance. In this review, we identified 33 empirical studies of SRL and CBLEs. We address three research questions: (1) How do learner and task characteristics relate to students’ SRL with CBLEs? (2) Can various learning supports or conditions enhance the quality of students’ SRL as they learn with CBLEs? (3) What conceptual, theoretical, and methodological issues exist for this growing area of research? We found evidence that specific SRL processes are more often associated with academic success than others and that SRL skills can be supported. We also identified a number of issues that researchers should aim to address in future investigations, including a more comprehensive measurement of facets of SRL and the quality of SRL processes, the seeming disconnect between SRL processes and learning outcomes, and the distinction between self- and other-regulation.

/pdf/self-regulation-of-learning-within-computer-based-learning-536cfxxwio.pdf

Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis

Motivation matters

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Cognition And Instruction

Educational technology has enhanced, even revolutionized, pedagogy in many areas of higher education This study examines the incorporation of video tutorials as a supplement to learning in an undergraduate analytical chemistry course The concepts and problems in which students faced difficulty were first identified by assessing students’ homework assignments and exam responses Then, a tutorial video clip aimed at that specific knowledge point was designed by the instructor using the Camtasia software package and was uploaded to the course Web site portal (Blackboard) To assess the effectiveness of the tutorials, students’ oral and written feedback, pre- and post-video-tutoring exam performance, and data from previous classes taught by the same instructor were examined Results indicate that online video tutorials are a valuable, flexible, and cost-effective tool to improve student mastery of chemistry problem solving

Online Video Tutorials Increase Learning of Difficult Concepts in an Undergraduate Analytical Chemistry Course

Links between students' achievement goal orientations and learning tactics were investigated using software (gStudy) that supports a variety of learning tactics and strategies. An achievement goal questionnaire was administered to 307 students enrolled in an introductory educational psychology course. Data tracing study tactics were logged for 80 of these students who prepared for a test by studying a textbook chapter presented as a multimedia document. Using correlations and canonical correlations, we found relationships between goal orientations and activity traces indicating different forms of cognitive engagement. Notably, mastery goal orientation (approach or avoidance) was negatively related to amount of highlighting, a study tactic that is theorized to be less effective than summarizing and other forms of elaborative annotation for assembling and integrating knowledge.

/pdf/using-cognitive-tools-in-gstudy-to-investigate-how-study-11cidv0dvy.pdf

Using Cognitive Tools in gStudy to Investigate How Study Activities Covary with Achievement Goals.

E-tutoring refers to individualised learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a technology education (TE) course provided online with instructional support to children in need of tutoring services. Each e-tutor was assigned a specific child, developed a Web Course Tools course and corresponding online activities to improve teacher-identified skill deficiencies, and provided 8 weeks of e-tutoring. Three video conferences complemented online instructional interaction between e-tutor and e-tutee. Children, parents and TE students expressed positive evaluation of the initiative. [ABSTRACT FROM AUTHOR]

Technology education students: e-tutors for school children.

This paper calls on activity theory as tool for analyzing Asynchronous Learning Networks (ALN) to achieve a better understanding of their dynamics. This paper makes some design suggestions for ALN, they are: (1) Provide sufficient training at the beginning; (2) Provide technical support throughout the process; (3) Provide clear guidelines for interaction among students, evaluation criteria for grading, and the deadline for posting to a discussion; (4). Encourage cooperation among students; (5) Designate roles; (6) Provide feedback; (7) Remind students about approaching deadlines; (8) Provide a summary of the discussion at the end.

Activity Theory as Tool for Analyzing Asynchronous Learning Networks (ALN)

Evidence bearing upon whether and to what extent learning management systems (LMSs) and similar e-Learning technologies achieve the pedagogical goals for which they were designed has not been well-grounded in theory-based evaluation measures and instruments and sound methodological practice. Usability measures applied to this task typically use technical factors when evaluating the user-system interaction. However, interaction design themes and the centrality of the user's experience suggests that conventional usability measures are not designed to evaluate the system's ability to support the goals of the end users in a particular context of use. The purpose of this thesis was to develop the Learning Strategies Support Online (LESSON) questionnaire to assess the utility of e-Learning systems as perceived by the learner along pedagogical rather than technical dimensions. The ability to measure pedagogical support in LMSs provides important opportunities to: (a) improve the system under investigation or similar systems in general, (b) investigate the relationship between intended learning design and actual use of the system and as a result, (c) design online learning environments that optimize the capabilities of LMSs. Key questions guided this research: (1) How might contemporary learning theories be used to design an instrument to measure learning strategy support? (2) What is the factor structure of the questionnaire developed in this thesis? The literature on cognitive and metacognitive strategies associated with self-regulated learning provided the theoretical framework for the initial pool of 117 items. A focus group, expert panel review and pilot provided a collection of evidence bearing upon the validity of interpretations of data generated by the instrument. Finally, the questionnaire was administered to a development sample from which an exploratory factor analysis revealed an II-item factor structure. Subsequent item reduction based on statistical and conceptual considerations concluded with the refinement of the LESSON to its present form as a 34-item multidimensional scale. Other significant outcomes of this research include (1) a new conceptual framework that advances evaluation measures used in interaction design, (2) the introduction of new theory-based measures, (3) evidence of discrepancies between intended system design and actual use.

https://summit.sfu.ca/system/files/iritems1/10413/ETD4855.pdf

Development of an instrument to assess pedagogical utility in e-Learning systems

A Framework for Assessing the Pedagogical Utility of Learning Management Systems

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