Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments

Autor/inn/en	Segedy, James R.; Kinnebrew, John S.; Biswas, Gautam
Titel	Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments
Quelle	In: Journal of Learning Analytics, 2 (2015) 1, S.13-48 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Educational Environment; Computer Assisted Instruction; Independent Study; Learning Strategies; Problem Solving; Prior Learning; Task Analysis; Academic Achievement; Learning Processes; Scaffolding (Teaching Technique); Metacognition; Cognitive Processes; Grade 6; Science Education; Outcome Measures; Transcripts (Written Records); Science Tests; Tennessee + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Computer based training; Computerunterstützter Unterricht; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Vorkenntnisse; Aufgabenanalyse; Schulleistung; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; School year 06; 6. Schuljahr; Schuljahr 06; Naturwissenschaftliche Bildung
Abstract	Researchers have long recognized the potential benefits of open-ended computer- based learning environments (OELEs) to help students develop self-regulated learning (SRL) behaviours. However, measuring self-regulation in these environments is a difficult task. In this paper, we present our work in developing and evaluating "coherence analysis" (CA), a novel approach to interpreting students' learning behaviours in OELEs. CA focuses on the learner's ability to seek out, interpret, and apply information encountered while working in the OELE. By characterizing behaviours in this manner, CA provides insight into students' open-ended problem-solving strategies as well as the extent to which they understand the nuances of their current learning task. To validate our approach, we applied CA to data from a recent classroom study with "Betty's Brain." Results demonstrated relationships between CA-derived metrics, prior skill levels, task performance, and learning. Taken together, these results provide insight into students' SRL processes and suggest targets for adaptive scaffolds to support students' development of science understanding and open-ended problem-solving skills. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01