A Multi-Method Approach to Examining Self-Regulated
Learning with the Latest Classroom Technology
Measuring Self-Regulated Learning: Issues and Innovations
Daniel C. Moos, PhD
Overview of Presentation
I.
Overview of Research Agenda
I.
Guiding Theoretical Framework
I.
Description of SRL Measure
I.
Advancement of our understanding of SRL
I.
Limitations and Future Methodological Directions
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013
Overview of Research Agenda (I)
I.
d
Non-linear
Daniel C. Moos, PhD
Department
Daniel C.
ofMoos,
Education
PhD
Gustavus
Department
Adolphus
of Education
College
Gustavus
AERA
Adolphus
2013
Colleg
AERA 2013
Multiple
Representations
Overview of Research Agenda (II)
During class…
Lecture/ Direct Instruction
For homework…
Individual worksheet
Overview of Research Agenda (III)
During class…
Collaborative worksheet
For homework…
Video/Podcast: Lecture (technology supported)
Theoretical Frameworks
Social Cognitive Approach (Schunk & Zimmerman, 2013; Zimmerman, 2008)
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013
Description of SRL Measure (I)
SRL
Aptitude
Self-Report
(MSLQ, LASSI)
Event
OR
Error detection
Daniel C. Moos, PhD
tasks, log fileDepartment
of Education
analyses Gustavus Adolphus College
AERA 2013
Description of SRL Measure (II)
Concurrent think-aloud (Ericsson, 2006; Ericsson & Simon, 1994
I.
)
Verbalizing thoughts during learning will not disrupt the
learning process, if the “…subjects verbalizing their
thoughts while performing a task do not describe or explain
what they are doing” (Ericsson & Simon, 1993, pg. xiii).
II. If subjects are not asked to reflect, describe, and/or explain
their thoughts during learning, but rather are asked to
simply verbalize thoughts entering their attention, then it is
assumed that the sequence of thoughts will not be
disrupted.
Daniel C. Moos, PhD
III. Limitations to be discussed…
Department of Education
I.
Gustavus Adolphus College
AERA 2013
Description of SRL Measure (III)
A sample…
MONITORING
Understanding
+
“This
makes total
sense…”
Content
-
+
“I don’t get
this…”
“That had
really good
information”
“That
diagram is
totally
irrelevant”
Description of SRL Measure (IV)
STRATEGIES
COIS
Draw
Memorize
Search
Reread
Summarize
Inferences
Review Notes
Take Notes
Description of SRL Measure (IV)
SRL
Aptitude
Self-Report
(MSLQ, LASSI)
Event
AND
Error detection
Daniel C. Moos, PhD
tasks, log fileDepartment
of Education
analyses Gustavus Adolphus College
AERA 2013
Description of SRL Measure (V)
Concurrent
Think aloud
MSLQ
Bernacki et al 2014
MSLQ
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013
Advancement of our understanding of
SRL
Multi-method approach (concurrent think-aloud + selfreport)
1. Interaction within performance phase
I.
Sequential, temporal characteristics of SRL/ patterns of SRL (e.g.,
Azevedo, 2014)
2. Interaction between forethought and performance
phase
I.
II.
Importance of motivation orientations (Moos, 2014)
Importance of personal goals (Winne, 2014)
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013
Limitations and Future Methodological
Directions
Validity issues arise with younger students and/or
novices?
I.
I.
II.
Consumption of limited cognitive resources, particularly for non-experts
working on complex tasks (Shraw, 2010);
“Do young students have the ability and sophistication to verbally express
utterances that represent (and are coded as) SRL processes and can be
both coded by researchers and externalized to others during collaborative
tasks that involve negotiation, shared task understanding” (Azevedo, 2014;
p. 223)
Capturing motivation
II.
I.
II.
What motivation constructs matter?
When should motivation be measured during learning?
Experimental Setting and Additional Measures
III.
I.
II.
III.
Measures in more authentic settings (Perry)
Students’ perceptions (Cleary)
Multi-method (Azevedo)
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013
Acknowledgments:
Roger Azevedo, Matt Bernacki, Tim Cleary,
Nancy Perry, Dale Schunk
Contact Information:
Email: [email protected]
Website: homepages.gac.edu/~dmoos