Exploring the effects of an optional learning plan tool in technology-enhanced learning

Research output: Contribution to book/conference proceedings/anthology/reportChapter in book/anthology/reportContributedpeer-review

Abstract

Self-regulated learners deal with a complex interplay of forethought, performance, and self-reflection processes. This might be a reason why many students struggle with regulating their learning in a technology-enhanced learning environment (TELE). Although TELEs provide various tools supporting self-regulation, research indicates that learners seldom use the tools meaningfully. This contribution investigates whether the provision of an optional metacognitive tool (i.e. a tailored learning plan) affects tool use, learning activities, and posttest performance in the TELE "Studierplatz". To this end, students were instructed to use a learning plan in order to reach a predetermined learning goal. Results show that only 20% of the students used the tool. Furthermore, no significant effects on posttest performance were found. However, learning plan tool use positively affected working on learning goal relevant sections. These results are discussed with respect to current research on tool use in self-regulated learning with TELEs.

Details

Original languageEnglish
Title of host publicationFostering Self-Regulated Learning through ICT
PublisherIGI Global
Pages315-333
Number of pages19
ISBN (print)9781616929015
Publication statusPublished - 2010
Peer-reviewedYes

External IDs

ORCID /0000-0002-4280-6534/work/127535411
ORCID /0000-0002-1972-1567/work/141545669

Keywords

ASJC Scopus subject areas