Mapping and Drawing to Improve Students' and Teachers' Monitoring and Regulation of Students' Learning from Text: Current Findings and Future Directions

Autor/inn/en	van de Pol, Janneke; van Loon, Mariëtte; van Gog, Tamara; Braumann, Sophia; de Bruin, Anique
Titel	Mapping and Drawing to Improve Students' and Teachers' Monitoring and Regulation of Students' Learning from Text: Current Findings and Future Directions
Quelle	In: Educational Psychology Review, 32 (2020) 4, S.951-977 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van de Pol, Janneke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-020-09560-y
Schlagwörter	Concept Mapping; Drafting; Self Management; Reader Text Relationship; Progress Monitoring; Cues; Accuracy; Learning Processes; Comprehension + Suchen Sie Ihr Suchwort? Concept Map; Draft; Entwurf; Selbstmanagement; Stichwort; Learning process; Lernprozess; Verstehen; Verständnis
Abstract	For (facilitating) effective learning from texts, students and teachers need to accurately monitor students' comprehension. Monitoring judgments are accurate when they correspond to students' actual comprehension. Accurate monitoring enables accurate (self-)regulation of the learning process, i.e., making study decisions that are in line with monitoring judgments and/or students' comprehension. Yet, (self-)monitoring accuracy is often poor as the information or cues used are not always diagnostic (i.e., predictive) for students' actual comprehension. Having students engage in generative activities making diagnostic cues available improves monitoring and regulation accuracy. In this review, we focus on generative activities in which text is transformed into visual representations using mapping and drawing (i.e., making diagrams, concept maps, or drawings). This has been shown to improve monitoring and regulation accuracy and is suited for studying cue diagnosticity and cue utilization. First, we review and synthesize findings of studies regarding (1) students' monitoring accuracy, regulation accuracy, learning, cue diagnosticity, and cue utilization; (2) teachers' monitoring and regulation accuracy and cue utilization; and (3) how mapping and drawing affect using effort as a cue during monitoring and regulation, and how this affects monitoring and regulation accuracy. Then, we show how this research offers unique opportunities for future research on advancing measurements of cue diagnosticity and cue utilization and on how effort is used as a cue during monitoring and regulation. Improving measures of cue diagnosticity and cue utilization can provide us with more insight into how students and teachers monitor and regulate students' learning, to help design effective interventions to foster these important skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01