Writing Learning Journals: Instructional Support to Overcome Learning-Strategy Deficits

Autor/inn/en	Hubner, Sandra; Nuckles, Matthias; Renkl, Alexander
Titel	Writing Learning Journals: Instructional Support to Overcome Learning-Strategy Deficits
Quelle	In: Learning and Instruction, 20 (2010) 1, S.18-29 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2008.12.001
Schlagwörter	Research Design; Prompting; Learning Strategies; High School Students; Teaching Methods; Journal Writing; Student Journals; Transfer of Training; Writing Processes; Writing Strategies; Cues + Suchen Sie Ihr Suchwort? Forschungsdesign; Benutzerführung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitschriftenaufsatz; Studentenzeitung; Training; Transfer; Ausbildung; Schreibtechnik; Stichwort
Abstract	Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2 x 2 experimental design with high-school students (N = 70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along with prompts. Informed prompting that provided background information on the prompted strategies enhanced learning in the training and transfer session. A learning-journal example that modelled the application of the strategies primarily fostered the strategy used in the training session and learning in the transfer session. Theoretically, the results provide support for the self-regulation view of writing-to-learn. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10