SELF-REGULATED LEARNING

Jonna MalmbergOppimisen ja Koulutusteknologian Tutkimusyksikkö (LET)

Who am I?

• Ph.D Candidate in LET team.• Areas of interest self-regulated and

strategic learning

• How to identify challenges learners confort?

• How is the students task understanding related to the students stratgic learning in various task types?

• Technology is used as a method to collect process data of the students learning.

Overview

• Self-regulated learning (Winne & Hadwin, 1998, Hadwin lecture, 2009, Zimemmerman, 2000; Järvelä, 2010)

• Example of ADDRESS research design – How to support self-regulated learning in practise.

• How could you self-regulate your own learning?

LET

LET focuses its research and teaching on the learning sciences and technology-enhanced learning. The members of this research group have particular expertise in the integration of theoretical perspectives on the social, cognitive and motivational processes of learning and utilising it in research-based design. In practice we aim for understanding the “skill and will” of learning and design future innovations for learning.

This Is To Say

• Research in LET is related on learning sciences

• The goal is to understand what constitutes of meaningful learning and how to to support meaningful learning with or without technology.

• In order to understand what is meaningful learning, think first, what characterises good learner.

• How do you define good learner?

Self-regulated Learner

• Capable of taking charge of their own learning.

• Recognizes own strengths and weeknesses in various learning situations. – Knowledge of different strategies that

can aid meaningful learning – Motivated to use these strategies in

order to reach learning goal – Can use these strategies depending on

the learning situation. Zimmermann, 2001; Winne & Perry, 2001

What is self-regulated learning?

• Active and proactive learning

• Process of learning to monitor, evaluate, and regulate (or change) your own – Learning and thinking (e.g. remember

textbook)– Motivation (e.g. feeling inspired or interested)– Behaviour (e.g. getting organized, getting

started)

• Lifelong process that you develop and refine over time

• CAN BE TEACHED AND LEARNED

What is self-regulated learning?

• Self-regulated learning is often described as an active cyclical process whereby students regulate their efforts to optimize cognitive, motivational and behavioural processes, guided by their learning goals and the contextual features of the environment (Pintrich, 2000; Zimmerman, 1998).

• Self-regulated learning includes elements of planning, goal setting, monitoring, and controlling the progress toward the achievement of a learning goal.

Successful Learners…

• seek out information when needed and regulate learning – not passive recipients or bi-standers.

• apply systematic and controllable processes to accept greater responsibility for their achievement outcomes (Zimmerman, 1990).

• plan, set goals, organize, self-monitor, and self-evaluate at various points in the learning cycle (Corno, 1986, 1989).

• engage in a “self-oriented feedback” loop –monitor the effectiveness of their learning methods or strategies and react to feedback by changing perceptions, beliefs or strategies (Winne & Hadwin, 1998)

A bit like conducting experiments about your learning

• Identify a problem• Set goals• Make plans and set procedures• Collect data about how things are

going • Compare findings to original goals • Based on your findings, you make

changes to the goals, plans or strategies

Why it is important to self-regulate learning?

• There is no doubt, that students who self-regulate learning tend to learn better in variety of domains (Wolters, 1998).

• Awareness of strengths and weaknesses – What strategies I can use to bridge the caps

between ability and task demands?

• Motivation– Willingness to deep understanding, instead of

having a good grades.

• Simply learning a new skill does not mean that you will use it unless you are motivated to do so.

Cyclical model of self-regulated learning

• Self-regulated learning occurs when students sustain and manage their achievement efforts through activities that are employed towards attainment of students own goals (Zimmerman 1999; Pintrich 2001).

• Challenges provides means for self-regulated learning to occur (Hadwin, Järvelä & Miller, 2010).

• SRL can be divided in three to four different phases depending of the model.

3. REFLECTING

• previous experiences• previouse knolwedge

2a CONTROLLING

Highlights NotesQuestions

2bMONITORING

•understanding•tactic use

•Better task understanding•Strategic knowledge

1 TASK UNDERSTANDING

2 PLANNING AND GOAL SETTING

Winne & Hadwin, 1998 , Zimmerman, 2000

1. Task understanding

•1st phase in self-regulating learning •What am I supposed to do?•Drawing on past knowledge and experiences•Constructing your own representation or “picture” of the task

When you know what you are supposed to be doing, what it looks like, and what it feels like to be on track

If the task understanding is accurate

• More likely to successfully regulate learning• Perform better• Choose good strategies for task completion

• BECAUSE

• Know what to aim for and what success might look like• Can tell if they are off track along the way

2. Planning and goal setting

• Standards

• Something students use to judge progress

• Something students can use to judge performance

• Lead to strategy choices

• Reflections of task understanding

Read the scenario:

• What makes this student successful with this task or assignment?

• What challenges or problems did the student encounter with this task or assignment?

• What did the student miss (if anything)?

What types of goals you can set?

• Short term goals in early stages of learningoutline ways you can attain an eventual target or outcomebreak an outcome goal into processes or stepsused to monitor and evaluate progress

• Long term goals later in the mastery process –performance improvementperformance targets (e.g. master the learning material or

accomplish the course)used to monitor and evaluate performance

3. Monitoring and controlling

• Monitoring targets: 1) Understanding 2) Strategy use

• Strategy use is depending on the different features of current learning situation, such as context, task and various aspects of self (Paris & Paris, 2002).

• when to use the strategy

• why the strategy works

• how to apply the strategy

• how to check if the strategy works

• Customize strategies IF……THEN…..ELSE

Wow..This theory is more challenging than

I thought..

Hmm..usually I am succesful with this

types of tasks..

WAIT A MINUTE! I need to elaborate those MAIN concepts first. I can

continue with..

The strategy is first to select main concepts and then apply those in my

own experiences..

Cyclical model of self-regulated learning

• Self-regulated learning occurs when students sustain and manage their achievement efforts through activities that are employed towards attainment of students own goals (Zimmerman 1999; Pintrich 2001).

• Challenges provides means for self-regulated learning to occur (Hadwin, Järvelä & Miller, 2010).

• SRL can be divided in three to four different phases depending of the model.

3. REFLECTING

• previous experiences• previouse knolwedge

2a CONTROLLING

Highlights NotesQuestions

2bMONITORING

•understanding•tactic use

•Better task understanding•Strategic knowledge

1 TASK UNDERSTANDING

2 PLANNING AND GOAL SETTING

Winne & Hadwin, 1998 , Zimmerman, 2000

What is a strategic learning?

• Learning strategy is a set of different study tecnhiques.

….During that lecture, I wrote down some keywords….

…When I created a timeline, it really made it easy for me…

…Browsing through the material helped me to get the picture of the topics...

..By focusing my reading based on the titles and subtitles helped me to understand…

• Spent few minutes with discussing with your peer to think strategies you know?

Problems in strategic learning

• Students can name and use different types of strategies when they are asked to do so, but they do not necessarily use the strategies purposefully (Bransford et al.1986).

• Selection of strategy is not necessarily optimal when a mismatch between outcome and desired outcome is monitored (Winne and Jamieson-Noel 2002).

• Students do not use them or change their prominent strategy (Cao and Nietfeld 2007; Graham et al. 2008; Rabinowits et al. 1992).

• Students are not aware of what strategies are. • Effort of carrying out a deeper strategy might be too

much (Winne and Hadwin 2008).

General learning strategies

Learning strategies Actions

Rehearsal Underline, copying words

Elaboration Explaining, making notes and drawing connections

Organisational Concept- or mind mapping

These strategies are not equally effective in all the learning situations, but it has been ackowledged that use of these strategies helps to learn and understand (Weinstein & Mayer, 1986),

Rehearsal strategy

1) Repeating words in the correct serial order

2) Using highlighting • Identifying only main ideas

• Not effective when used alone• Students often do not regognise main

ideas

Elaboration strategy

• Paraphrasing or summarising, explaining ideas by making notes to link to-be-learned information to prior knowledge structures, asking questions.

• Effective strategy because: additional ways on how to recall information.

Organisational strategy

• The purpose of organisational strategies is to translate information into another form, such as creating concept maps, diagrams or timelines (Weinstein, & Mayer, 1986).

• The use of organisational strategies fosters externalization of knowledge and enhances selection of the most important concepts (Hilbert & Renkl, 2007).

• What is allready known and how the knowledge structures change.

In order to self-regulate learning..

…Knowledge about different strategies

…Skill and will to cope with various learning situations

…Degree of self-regulated learning varies depending on the learning situation…

Volet & Järvelä, 2000; Hadwin, Järvelä & Miller, 2011

SELF-REGULATED LEARNING

• The focus of self-regulated learning theory is to understand the process by which learners set goals, plan, execute, and adapt their learning from situation to situation (Hadwin, Järvelä & Miller, 2011).

• Earlier research have provided information how different aspects such as

A) Use of cognitive learning strategies Alexander et al. 1998Pintrich & DeGroot 1990Paris & Paris 2007

B)Regulation of motivation Wolters, 1998;Wolters & Pintrich 1999

IMPROVES LEARNING

Perfomance phase

Self-ReflectionForethought

Task analysis•Goal setting•Strategic planningSelf motivation beliefs•Self-efficacy•Outcome expectations•Interest/value•Goal orientation

Monitor and ControlMotivation regulation strategiesInterest enhancementRewards Positive self-talk

Self-judgment•Self-evaluation•Causal attribution

Cycles of SRL

Wow..This theory is more challenging than

I thought..

I am no use…I Can´t do this..

I just might drop out…

• Self-regulated learning is a skill that could be teached and learn influenced by the learning context.

Self-regulated learning can be teached and learn

1) Observing (What characterises the curren actions)

2) Replicating (Replicating the actions in a same learning context)

3) Emulating (To exercise features of SRL in a structured learning context)

Self-regulated learning – without quidance in different learning context.

(Zimmerman, 2001; Palincsar, 1998).

address research project

• nStudy provided very rich learning environment for the students who were in a novel situation.

• Self-regulatory practises should be embedded into daily activities – SRL is a skill, that can be teached and learned.

ADDRESSAdaptive Motivation Regulation in Individual and

Socially Shared Learning Situations

• Task undesrtanding and learning goals.

• Prompting strategy use with cognitive tools– Structured note tool – Highlight with labels

• Important information• Interesting detail• I don´t understand

• Prompting awarenes of strategy use1. Understanding2. Evaluating strategy use

• Adapting and reflecting– Reflecting studying – RLQ Questionnaire

1.TASK UNDERSTANDI

NG

2. PLANNING AND GOAL

SETTING

3. STRATEGY USE

3. ADAPTING AND

REFLECTING

SRL

TASK UNDESRSTANDING AND GOAL SETTING

PLANNING NOTE

1. Describe your task2. What terms and

concepts relate to this task

3. Set one goal for this task

STRATEGY USE

STRUCTURED NOTE TOOL

1) Guestion and answer with starting prompts

2) Compare and Contrast

3) IDEA note (Idea, Connections and extensions)

MONITORING UNDERSTANDING

HOW AM I DOING?

• Identifying main topics

• Connecting ideas• Explaining• Using prior

knowledge• Goal attainment• Focusing

MONITORING STRATEGY USE

STRATEGY LOG

• What strategy was used (Strategic knowledge)

• Why strategy was used (Conditional knowledge)

• How well the strategy worked (Procedural knowledge)

Think about your studying

• Think about this course:- What is the meaning of this course?- What does the teachers want you to

learn?- How is this course being evaluted?-What can you do to improve your

learning?