Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts

Learning and Instruction

Volumn 17, Issue 5, 2007, Pages 564-577

  Berthold, Kirsten ^a   Nückles, Matthias ^a   Renkl, Alexander ^a  

^a UNIVERSITY OF FREIBURG   (Germany)

Author keywords

Cognitive learning strategies; Journal writing; Learning protocol; Learning strategies; Metacognitive learning strategies; Prompts

Indexed keywords

EID: 36049038566     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2007.09.007     Document Type: Article

References (59)

1. Alamargot D., and Chanquoy L. Through the models of writing (2001), Kluwer, Dordrecht
2. Barnett J.E., DiVesta F.J., and Rogozinski J.T. What is learned in note taking?. Journal of Educational Psychology 73 (1981) 181-192
3. Baron R.M., and Kenny D. The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 51 (1986) 1173-1182
4. Bereiter C. Development in writing. In: Gregg L.W., and Steinberg E.R. (Eds). Cognitive processes in writing (1980), Erlbaum, Hillsdale, NJ 3-93
5. Bereiter C., and Scardamalia M. The psychology of written composition (1987), Erlbaum, Hillsdale, NJ
6. Braver M.C., and Braver S. Statistical treatment of the Solomon Four-Group Design: a meta-analytic approach. Psychological Bulletin 104 (1988) 150-154
7. Brown A.L., and Palincsar A.S. Guided, cooperative learning, and individual knowledge acquisition. In: Resnick L.B. (Ed). Knowing, learning, and instruction (1989), Erlbaum, Hillsdale, NJ 393-451
8. Campbell C., Parboosingh J., Gondocz T., Babitskaya G., and Pham B. Learning, change, and practising physicians. A study of the factors that influence physicians' commitments to change their practices using learning diaries. Academic Medicine 74 (1999) 34-36
9. Cantrell R.J., Fusaro J.A., and Dougherty E.A. Exploring the effectiveness of journal writing on learning social studies: A comparative study. Reading Psychology 21 (2000) 1-11
10. Chi M.T.H., Bassok M., Lewis M., Reimann P., and Glaser R. Self-explanations: how students study and use examples in learning to solve problems. Cognitive Science 13 (1989) 145-182
11. Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. (1988), Erlbaum, Hillsdale, NJ
12. Cohen Goodman, M. (1998). The effect of journal writing on the reading comprehension, study habits, and attitude of under prepared college students. Dissertation Abstracts International Section A: Humanities & Social Science, 59 (3-A), 0722.
13. Collins A., Brown J.S., and Newman S.E. Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In: Resnick L.B. (Ed). Knowing, learning, and instruction (1989), Erlbaum, Hillsdale, NJ 453-494
14. Connor-Greene P.A. Making connections: evaluating the effectiveness of journal writing in enhancing student learning. Teaching of Psychology 27 1 (2000) 44-46
15. Efklides A., and Vauras M. Metacognitive experiences in their role in cognition. European Journal of Psychology of Education 14 (1999) 455-584 (special issue)
16. Elshout J.J. Problem solving and education. In: de Corte E., Lodewijks H., and Parmentier R. (Eds). Learning and instruction: European research in an international context Vol. 1 (1987), Pergamon Press, Elmsford, NY 259-273
17. Fischer P.M., and Mandl H. Metacognitive regulation of text processing: Aspects and problems concerning the relation between self-statements and actual performances. In: Flammer A., and Kintsch W. (Eds). Discourse processing (1982), North-Holland, Amsterdam 339-351
18. Flavell J.H. Metacognitive aspects of problem solving. In: Resnick L.B. (Ed). The nature of intelligence (1976), Erlbaum, Hillsdale, NJ 231-235
19. Friedrich H.F., and Mandl H. Analyse und Förderung selbstgesteuerten Lernens. [Analyzing and fostering self-regulated learning]. In: Weinert F.E., and Mandl H. (Eds). Psychologie der Erwachsenenbildung (Enzyklopädie der Psychologie: Pädagogische Psychologie) (1997), Hogrefe, Göttingen, Germany 237-293
20. Galbraith D. Writing as a knowledge-constituting process. In: Torrance M., and Galbraith D. (Eds). Knowing what to write: Conceptual processes in text production Vol. 4 (1999), Amsterdam University Press, Amsterdam 139-159
21. Garmon M.A. Using dialogue journals to promote student learning in a multicultural teacher education course. Remedial & Special Education 19 1 (1998) 32-45
22. Hansford B.C., and Hattie J.A. The relationship between self and achievement/ performance measures. Review of Educational Research 52 (1982) 123-142
23. Hayes J.R., and Flower L.S. Identifying the organization of writing processes. In: Gregg L.W., and Steinberg E.R. (Eds). Cognitive processes in writing (1980), Erlbaum, Hillsdale, NJ 3-30
24. Hayes J.R. A new framework for understanding cognition and affect in writing. In: Levy C.M., and Ransdell S. (Eds). Cognitive processing in writing: An interdisciplinary approach (1996), Erlbaum, Hillsdale, NJ 1-27
25. Hettich P. Writing as a mode of learning-journal writing: old fare or nouvelle cuisine?. Teaching of Psychology 17 1 (1990) 36-39
26. Huck S., and Sandler H.M. A note on the Solomon 4-group design: appropriate statistical analyses. Journal of Experimental Education 42 (1973) 54-55
27. Jennings J.H. A comparison of summary and journal writing as components of an interactive comprehension model. National Reading Conference Yearbook 40 (1991) 67-82
28. King A. Improving lecture comprehension: effects of a metacognitive strategy. Applied Cognitive Psychology 5 (1991) 331-346
29. King A. Comparison of self-questioning, summarizing, and note-taking-review as strategies for learning from lectures. American Educational Research Journal 29 (1992) 303-323
30. King A. Guiding knowledge construction in the classroom: effects of teaching children how to question and how to explain. American Educational Research Journal 31 (1994) 338-368
31. Loud, B. J. (1999). Effects of journal writing on attitudes, beliefs, and achievement of students in a college mathematics course. Dissertation Abstracts International Section A: Humanities & Social Sciences, 60 (3-A), 0680.
32. Marshall J. The effects of writing on students' understanding of literary texts. Research in the Teaching of English 21 (1987) 30-63
33. Mayer R.E. Aids to prose comprehension. Educational Psychologist 19 (1984) 30-42
34. McCrindle A., and Christensen C. The impact of learning journals on metacognitive and cognitive processes and learning performances. Learning and Instruction 5 (1995) 167-185
35. Newell G.E. Reader-based and teacher-centered instructional tasks: writing and learning about a short story in middle-track classrooms. Journal of Literacy Research 28 1 (1996) 147-172
36. Njoo, M. K. H. (1994). Exploratory learning with a computer simulation: Learning processes and instructional support. Unpublished doctoral dissertation, Technische Universiteit Eindhoven.
37. Nückles M., Renkl A., and Fries S. Publishing and annotating learning protocols in a blended-learning environment. In: Clarebout G., and Elen J. (Eds). Avoiding simplicity, confronting complexity. Advances in studying and designing (computer-based) powerful learning environments (2006), Sense Publishers, Rotterdam 223-232
38. Nückles M., Schwonke R., Berthold K., and Renkl A. The use of public learning diaries in blended learning. Journal of Educational Media 29 (2004) 49-66
39. Paris S.G., and Jacobs J.E. The benefits of informed instruction for children's reading awareness and comprehension skills. Child Development 55 (1984) 2083-2093
40. Paris S.G., Lipson M.Y., and Wixson K.K. Becoming a strategic reader. Contemporary Educational Psychology 8 (1983) 293-316
41. Paris S.G., Newman R.S., and McVey K.A. Learning the functional significance of mnemonic actions: A microgenetic study of strategic acquisition. Journal of Experimental Child Psychology 34 (1982) 490-509
42. Pressley M., Wood E., Woloshyn V.E., Martin V., King A., and Menke D.E.S. Memory strategy monitoring in adults and children. Journal of Verbal Learning and Verbal Behavior 23 (1984) 270-288
43. Pressley M., Levin J.R., and Ghatala E.S. Memory strategy monitoring in adults and children. Journal of Verbal Learning and Verbal Behavior 23 (1984) 270-288
44. Pressley M., Levin J.R., and Ghatala E.S. Strategy comparison opportunities promote long-term strategy use. Contemporary Educational Psychology 13 (1988) 157-168
45. Pressley M., Wood E., Woloshyn V.E., Martin V., King A., and Menke D.E.S. Encouraging mindful use of prior knowledge: attempting to construct explanatory answers facilitates learning. Educational Psychologist 27 (1992) 91-109
46. Reigeluth C.M., and Stein F.S. The elaboration theory of instruction. In: Reigeluth C.M. (Ed). Instructional-design theories and models: an overview of their current status (1983), Erlbaum, Hillsdale, NJ 335-382
47. Renkl A. Learning mathematics from worked-out examples: analyzing and fostering self-explanations. European Journal of Psychology of Education 14 (1999) 477-488
48. Renzulli J.S. Building a bridge between gifted education and total school improvement. The National Research Centre on the Gifted and Talented (1995), University of Connecticut, Storrs, CT
49. Rosenthal R., and Rosnow R.L. Contrast analysis: Focused comparisons in the analysis of variance (1985), Cambridge University Press, Cambridge
50. Rosenthal R., Rosnow R.L., and Rubin D.B. Contrasts and effect sizes in behavioural research. A correlational approach (2000), Cambridge University Press, Cambridge
51. Scardamalia M., and Bereiter C. Fostering the development of self-regulation in children's knowledge processing. In: Chipman S.F., Segal J.W., and Glaser R. (Eds). Thinking and learning skills: Research and open questions (1985), Erlbaum, Hillsdale, NJ 563-577
52. Schneider W., and Pressley M. Memory development between 2 and 20 (1989), Springer, New York
53. Schwonke R., Hauser S., Nückles M., and Renkl A. Enhancing computer-supported writing of learning protocols by adaptive prompts. Computers in Human Behavior 22 (2006) 77-92
54. Shepardson D.P., and Britsch S.J. The role of children's journal in elementary school science activities. Journal of Research in Science Teaching 38 1 (2001) 43-69
55. Short, J. A., (2002). Examining the cognitive and metacognitive strategies of first-grade journal writers in a literature-based classroom. Dissertation Abstracts International Section A: Humanities & Social Science, 62 (7-A), 2334.
56. Snow R.E., Corno L., and Jackson D. Individual differences in affective and conative functions. In: Berliner D.C., and Calfee R.C. (Eds). Handbook of Educational Psychology (1996), Simon & Schuster Macmillan, New York 243-310
57. Weinstein C.E., and Mayer R.E. The teaching of learning strategies. In: Wittrock C.M. (Ed). Handbook of Research in Teaching (1986), Macmillan Publishing Company, New York 315-327
58. Wong B.Y.L. Self-questioning research: a review. Review of Educational Research 55 (1985) 227-268
59. Wong B.Y.L., Kuperis S., Jamieson D., Keller L., and Cull-Hewitt R. Effects of guided journal writing on students' story understanding. Journal of Educational Research 95 (2002) 179-191