Analyzing the Impact of Using Optional Activities in Self-Regulated Learning

Autor/inn/en	Ruipérez-Valiente, Jose A.; Muñoz-Merino, Pedro J.; Kloos, Carlos Delgado; Niemann, Katja; Scheffel, Maren; Wolpers, Martin
Titel	Analyzing the Impact of Using Optional Activities in Self-Regulated Learning
Quelle	In: IEEE Transactions on Learning Technologies, 9 (2016) 3, S.231-243 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2016.2518172
Schlagwörter	Metacognition; Learning Processes; Case Studies; Learning Activities; Student Behavior; Goal Orientation; Gender Differences; Computer Simulation; Learning Motivation; Undergraduate Students; Physics; Chemistry; Science Instruction; Mathematics Instruction; Foreign Countries; Feedback (Response); Computer Assisted Design; Independent Study; Comparative Analysis; Computer Software; Student Attitudes; Statistical Analysis; Correlation; Spain (Madrid) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Lernaktivität; Student behaviour; Schülerverhalten; Zielorientierung; Zielvorstellung; Geschlechterkonflikt; Computergrafik; Computersimulation; Motivation for studies; Lernmotivation; Physik; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Ausland; Selbststudium; Statistische Analyse; Korrelation
Abstract	Self-regulated learning (SRL) environments provide students with activities to improve their learning (e.g., by solving exercises), but they might also provide optional activities (e.g., changing an avatar image or setting goals) where students can decide whether they would like to use or do them and how. Few works have dealt with the use of optional activities in SRL environments. This paper thus analyzes the use of optional activities in two case studies with a SRL approach. We found that the level of use of optional activities was low with only 23.1 percent of students making use of some functionality, while the level of use of learning activities was higher. Optional activities which are not related to learning are used more. We also explored the behavior of students using some of the optional activities in the courses such as setting goals and voting comments, finding that students finished the goals they set in more than 50 percent of the time and that they voted their peers' comments in a positive way. We also found that gender and the type of course can influence which optional activities are used. Moreover, the relations of the use of optional activities with proficient exercises and learning gains is low when taking out third variables, but we believe that optional activities might motivate students and produce better learning in an indirect way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01