Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Learning and Instruction

Volumn 22, Issue 2, 2012, Pages 121-132

  Kostons, Danny ^a,b   van Gog, Tamara ^c   Paas, Fred ^c,d  

^a OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^b UNIVERSITY OF GRONINGEN   (Netherlands)

^c ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

^d UNIVERSITY OF WOLLONGONG   (Australia)

Author keywords

Example based learning; Self assessment; Self regulated learning; Task selection

Indexed keywords

EID: 83555164756     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2011.08.004     Document Type: Article

References (91)

1. Aleven V.A.W.M.M., Koedinger K.R. An effective metacognitive strategy: learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science 2002, 26:147-179. 10.1016/S0364-0213(02)00061-7.
2. Anderson J.R. Rules of the mind 1993, Erlbaum, Hillsdale, NJ.
3. Anderson J.R., Corbett A.T., Koedinger K.R., Pelletier R. Cognitive tutors: lessons learned. Journal of the Learning Sciences 1995, 4:167-207. 10.1207/s15327809jls0402_2.
4. Atkinson R.K. Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology 2002, 94:416-427. 10.1037/0022-0663.94.2.416.
5. Atkinson R.A., Derry S.J., Renkl A., Wortham D. Learning from examples: instructional principles from the worked examples research. Review of Educational Research 2000, 70:181-214. 10.3102/00346543070002181.
6. Azevedo R. Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist 2005, 40:199-209. 10.1207/s15326985ep4004_2.
7. Azevedo R., Cromley J.G. Does training on self-regulated learning facilitate students' learning with hypermedia?. Journal of Educational Psychology 2004, 96:523-535. 10.1037/0022-0663.96.3.523.
8. Azevedo R., Guthrie G.T., Seibert D. The role of self-regulated learning in fostering students' conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research 2004, 30:87-111. 10.2190/DVWX-GM1T-6THQ-5WC7.
9. Azevedo R., Moos D., Greene J.A., Winters F.I., Cromley J.G. Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?. Educational Technology Research and Development 2008, 56:45-72. 10.1007/s11423-007-9067-0.
10. Bandura A. Social foundations of thought and action: A social cognitive theory 1986, Prentice Hall, Englewood Cliffs, NJ.
11. Bandura A. Self-efficacy: The exercise of control 1997, Freeman, New York.
12. Bjork R.A. Assessing our own competence: heuristics and illusions. Attention and performance XVII. Cognitive regulation of performance: Interaction of theory and application 1999, 435-459. MITPress, Cambridge, MA. D. Gopher, A. Koriat (Eds.).
13. Braaksma M.A.H., Rijlaarsdam G., Van den Bergh H. Observational learning and the effects of model-observer similarity. Journal of Educational Psychology 2002, 94:405-415. 10.1037/0022-0663.94.2.405.
14. Butler D.L., Winne P.H. Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research 1995, 65:245-281. 10.3102/00346543065003245.
15. Camp G., Paas F., Rikers R., Van Merriënboer J.J.G. Dynamic problem selection in air traffic control training: a comparison between performance, mental effort and mental efficiency. Computers in Human Behavior 2001, 17:575-595. 10.1016/S0747-5632(01)00028-0.
16. Camtasia Studio (version 6) [Computer software]. Okemos, Michigan: Techsmith.
17. Chi M.T.H., Glaser R., Rees E. Expertise in problem solving. Advances in the psychology of human intelligence 1982, vol. 1. Erlbaum, Hillsdale, NJ. R.J. Sternberg (Ed.).
18. Collins A., Brown J.S., Newman S.E. Cognitive apprenticeship: teaching the crafts of reading, writing and mathematics. Knowing, learning, and instruction: Essays in honor of Robert Glaser 1989, 453-494. Erlbaum, Hillsdale, NJ. L.B. Resnick (Ed.).
19. Corbalan G., Kester L., Van Merriënboer J.J.G. Selecting learning tasks: effects of adaptation and shared control on learning efficiency and task involvement. Contemporary Educational Psychology 2008, 33:733-756. 10.1016/j.cedpsych.2008.02.003.
20. De Bilde J., Vansteenkiste M., Lens W. Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction 2011, 21:332-344. 10.1016/j.learnininstruc.2010.03.002.
21. Dochy F., Segers M., Sluijsmans D. The use of self-, peer and co-assessment in higher education: a review. Studies in Higher Education 1999, 22:233-239. 10.1080/03075079912331379935.
22. Dunning D., Heath C., Suls J.M. Flawed self-assessment: implications for health, education, and the workplace. Psychological Science in the Public Interest 2004, 5:69-106. 10.1111/j.1529-1006.2004.00018.x.
23. Dunning D., Johnson K., Erlinger J., Kruger J. Why people fail to recognize their own incompetence. Current Directions in Psychological Science 2003, 12:83-87.
24. Field A. Discovering statistics using SPSS 2005, Sage, London. 2nd ed.
25. Goforth D. Learner control = decision making + information: a model and meta-analysis. Journal of Educational Computing Research 1994, 11:1-26. 10.2190/X799-7FDG-H0VQ-TH9C.
26. Große C.S., Renkl A. Finding and fixing errors in worked examples: can this foster learning outcomes?. Learning and Instruction 2007, 17:612-634. 10.1016/j.learninstruc.2007.09.008.
27. Hannafin M.J. Guidelines for using locus of instructional control in the design of computer-assisted instruction. Journal of Instructional Development 1984, 7(3):6-10. 10.1007/BF02905753.
28. Hilbert T.S., Renkl A. Learning how to use a computer-based concept-mapping tool: self-explaining examples helps. Computers in Human Behavior 2009, 25:267-274. 10.1016/j.chb.2008.12.006.
29. Kalyuga S. Assessment of learners' organised knowledge structures in adaptive learning environments. Applied Cognitive Psychology 2006, 20:333-342. 10.1002/acp.1249.
30. Kalyuga S. Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review 2007, 19:509-539. 10.1007/s10648-007-9054-3.
31. Kalyuga S., Ayres P., Chandler P., Sweller J. Expertise reversal effect. Educational Psychologist 2003, 38:23-31. 10.1207/S15326985EP3801_4.
32. Kalyuga S., Sweller J. Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology 2004, 96:558-568. 10.1037/0022-0663.96.3.558.
33. Karpicke J.D. Metacognitive control and strategy selection: deciding to practice retrieval during learning. Journal of Experimental Psychology: General 2009, 138:469-486. 10.1037/a0017341.
34. Kicken W., Brand-Gruwel S., Van Merriënboer J.J.G., Slot W. The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education. Educational Technology Research and Development 2009, 57:439-460. 10.1007/s11423-009-9111-3.
35. Kitsantas A., Zimmerman B.J., Cleary T. The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology 2000, 92:811-817. 10.1037/0022-0663.92.4.811.
36. Koedinger K.R., Anderson J.R., Hadley W.H., Mark M.A. Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education 1997, 8:30-43.
37. Kolovelonis A., Goudas M., Dermitzaki I. The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and Instruction 2011, 21:355-364. 10.1016/j.learninstruc.2010.04.001.
38. Kostons D., Van Gog T., Paas F. How do I do? Investigating effects of expertise and performance-process records on self-assessment. Applied Cognitive Psychology 2009, 23:1256-1265. 10.1002/acp.1528.
39. Kostons D., Van Gog T., Paas F. Self-assessment and task selection in learner-controlled instruction: differences between effective and ineffective learners. Computers & Education 2010, 54:932-940. 10.1016/j.compedu.2009.09.025.
40. Lawless K.A., Brown S.W. Multimedia learning environments: issues of learner control and navigation. Instructional Science 1997, 25:117-131. 10.1023/A:1002919531780.
41. McLaren B.M., Lim S., Koedinger K.R. When and how often should worked examples be given to students? New results and a summary of the currents state of research. Proceedings of the 30th annual conference of the cognitive science society 2008, 2176-2181. Cognitive Science Society, Austin, TX. B.C. Love, K. McRae, V.M. Sloutsky (Eds.).
42. Metcalfe J. Metacognitive judgments and control of study. Current Directions in Psychological Science 2009, 18:159-163. 10.1111/j.1467-8721.2009.01628.x.
43. Moos D.C., Azevedo R. Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia. Instructional Science 2008, 36:203-231. 10.1007/s11251-007-9028-3.
44. Moos D.C., Azevedo R. Self-regulated learning with hypermedia: the role of prior domain knowledge. Contemporary Educational Psychology 2008, 33:270-298. 10.1016/j.cedpsych.2007.03.001.
45. Moos D.C., Azevedo R. Monitoring, planning, and self-efficacy during learning with hypermedia: the impact of conceptual scaffolds. Computers in Human Behavior 2008, 24:1686-1706. 10.1016/j.chb.2007.07.001.
46. Niemiec R.P., Sikorski C., Walberg H.J. Learner-control effects: a review of reviews and a meta-analysis. Journal of Educational Computing Research 1996, 15:157-174. 10.2190/JV1U-EQ5P-X2PB-PDBA.
47. Oldfield K.A., Macalpine J.M.K. Peer and self-assessment at tertiary level - an experiential report. Assessment in Higher Education 1995, 20:125-132. 10.1080/0260293950200113.
48. Paas F. Training strategies for attaining transfer of problem-solving skill in statistics: a cognitive-load approach. Journal of Educational Psychology 1992, 84:429-434. 10.1037/0022-0663.84.4.429.
49. Paas F., Tuovinen J.E., Tabbers H., Van Gerven P.W.M. Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist 2003, 38:63-71. 10.1207/S15326985EP3801_8.
50. Paas F., Van Merrienboer J.J.G., Adam J.J. Measurement of cognitive load in instructional research. Perceptual and Motor Skills 1994, 79:419-430. 10.2466/PMS.79.5.419-430.
51. Pajares F., Kranzler J. Self-efficacy and general mental ability in mathematical problem-solving. Contemporary Educational Psychology 1995, 20:426-443. 10.1006/ceps.1995.1029.
52. Pintrich P.R. Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational Psychology 2000, 92:544-555. 10.1037/0022-0663.92.3.544.
53. Pintrich P.R. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 2004, 16:385-407. 10.1007/s10648-004-0006-x.
54. Quilici J.L., Mayer R.E. Teaching students to recognize structural similarities between statistics word problems. Applied Cognitive Psychology 2002, 16:325-342. 10.1002/acp.796.
55. Ross B.H. Remindings in learning and instruction. Similarity and analogical reasoning 1989, 438-469. Cambridge University Press, Cambridge, MA. S. Vosniadou, A. Rotony (Eds.).
56. Ross S.M., Morrison G.R. In search of a happy medium in instructional technology research: issues concerning external validity, media replications, and learner control. Educational Technology Research and Development 1989, 37(1):19-33. 10.1007/BF02299043.
57. Ross S.M., Morrison G.R., O'Dell J.K. Uses and effects of learner control of context and instructional support in computer-based instruction. Educational Technology Research and Development 1989, 37(4):29-39. 10.1007/BF02307719.
58. Salden R.J.C.M., Paas F., Broers N.J., Van Merriënboer J.J.G. Mental effort and performance as determinants for the dynamic selection of learning tasks in Air Traffic Control training. Instructional Science 2004, 32:153-172. 10.1023/B:TRUC.0000021814.03996.ff.
59. Salden R.J.C.M., Paas F., Van Merriënboer J.J.G. A comparison of approaches to learning task selection in the training of complex cognitive skills. Computers in Human Behavior 2006, 22:321-333. 10.1016/j.chb.2004.06.003.
60. Scheiter K., Gerjets P. Learner control in hypermedia environments. Educational Psychology Review 2007, 19:285-307. 10.1007/s10648-007-9046-3.
61. Schnackenberg H.L., Sullivan H.J. Learner control over full and lean computer-based instruction under differing ability levels. Educational Technology Research and Development 2000, 48(2):19-35. 10.1007/BF02313399.
62. Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 93-105.
63. Schunk D.H. Self-efficacy and achievement behaviors. Educational Psychology Review 1989, 1:173-208. 10.1007/BF01320134.
64. Schunk D.H. Goal setting and self-efficacy during self-regulated learning. Educational Psychologist 1990, 25:71-86. 10.1207/s15326985ep2501_6.
65. Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322. http://doi:10.1037/0022-0663.77.3.313.
66. Searby M., Ewers T. An evaluation of the use of peer assessment in higher education. Assessment & Evaluation in Higher Education 1997, 22:371-383. 10.1080/0260293970220402.
67. Shapiro A.M. How including prior knowledge as a subject variable may change outcomes of learning research. American Educational Research Journal 2004, 41:159-189. 10.3102/00028312041001159.
68. Siegel S. Nonparametric statistics. The American Statistician 1957, 11(3):13-19. http://www.jstor.org/stable/2685679.
69. Somervell H. Issues in assessment, enterprise and higher education: the case for self-peer and collaborative assessment. Assessment & Evaluation in Higher Education 1993, 18:221-233. 10.1080/0260293930180306.
70. Stark R., Kopp V., Fischer M.R. Case-based learning with worked examples in complex domains: two experimental studies in undergraduate medical education. Learning and Instruction 2011, 21:22-33. 10.1016/j.learnininstruc.2009.10.001.
71. Steinberg E.R. Cognition and learner control: a literature review, 1977-88. Journal of Computer-Based Instruction 1989, 16(4):117-124.
72. Stone D. Overconfidence in initial self-efficacy judgments: effects on decision processes and performance. Organizational Behavior and Human Decision Processes 1994, 59:452-474. 10.1006/obhd.1994.1069.
73. Sweller J. Cognitive load during problem solving: effects on learning. Cognitive Science 1988, 12:257-285. 10.1016/0364-0213(88)90023-7.
74. Sweller J., Van Merriënboer J.J.G., Paas F. Cognitive architecture and instructional design. Educational Psychology Review 1998, 10:251-296. 10.1023/A:1022193728205.
75. Thiede K.W., Dunlosky J. Toward a general model of self-regulated study: an analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology: Learning, Memory, and Cognition 1999, 25:1024-1037. 10.1037/0278-7393.25.4.1024.
76. Tsivitanidou O.E., Zacharia Z.C., Hovardas T. Investigating secondary school students' unmediated peer assessment skills. Learning and Instruction 2011, 21:506-519. 10.1016/j.learninstruc.2010.08.002.
77. Van den Boom G., Paas F., Van Merriënboer J.J.G. Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction 2007, 17:532-548. 10.1016/j.learninstruc.2007.09.003.
78. Van den Boom G., Paas F., Van Merriënboer J.J.G., Van Gog T. Reflection prompts and tutor feedback in a web-based learning environment: effects on students' self-regulated learning competence. Computers in Human Behavior 2004, 20:551-567. 10.1016/j.chb.2003.10.001.
79. Van Gog T., Jarodzka H., Scheiter K., Gerjets P., Paas F. Attention guidance during example study via the model's eye movements. Computers in Human Behavior 2009, 25:785-791. 10.1016/j.chb.2009.02.007.
80. Van Gog T., Kester L., Paas F. Effects of concurrent monitoring on cognitive load and performance as a function of task complexity. Applied Cognitive Psychology 2011, 25:584-587. 10.1002/acp.1726.
81. Van Gog T., Paas F. Instructional efficiency: revisiting the original construct in educational research. Educational Psychologist 2008, 43:16-26. 10.1080/00461520701756248.
82. Van Gog T., Rummel N. Example-based learning. Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review 2010, 22:155-174. 10.1007/s10648-010-9134-7.
83. Van Merriënboer J.J.G., Sweller J. Cognitive load theory and complex learning: recent developments and future directions. Educational Psychology Review 2005, 17:147-177. 10.1007/s10648-005-3951-0.
84. Vygotsky L.S. Mind in society: The development of higher psychological processes 1978, Harvard University Press, Cambridge, MA.
85. Williams M. Learner control and instructional technologies. Handbook of research on educational communications and technology 1996, 957-983. Scholastic, New York. D. Jonassen (Ed.).
86. Winne P.H. Self-regulated learning viewed from models of information processing. Self-regulated learning and academic achievement: Theoretical perspectives 2001, 153-189. Lawrence Erlbauw, Mahwah, NJ. B.J. Zimmerman, D.H. Schunk (Eds.).
87. Winne P.H., Hadwin A.F. Studying as self-regulated learning. Metacognition in education and practice. The educational psychology series 1998, 277-304. Lawrence Erlbaum, Mahwah, NJ. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).
88. Wouters P., Paas F., Van Merrienboer J.J.G. Observational learning from animated models: effects of modality and reflection on transfer. Contemporary Educational Psychology 2009, 34:1-8. 10.1016/j.cedpsych.2008.03.001.
89. Zimmerman B.J. Self-regulated learning and academic achievement: an overview. Educational Psychologist 1990, 25:3-17. 10.1207/s15326985ep2501_2.
90. Zimmerman B.J., Kitsantas A. Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology 2002, 94:660-668. 10.1037/0022-0663.94.4.660.
91. Self-regulated learning and academic achievement: Theoretical perspectives 2001, Lawrence Erlbaum, Mahwah, NJ. 2nd ed. B.J. Zimmerman, D.H. Schunk (Eds.).