Enhancing self-regulated learning by writing learning protocols

被引：140

作者：

Nueckles, Matthias ^{[1
]}

Huebner, Sandra ^{[2
]}

Renkl, Alexander ^{[2
]}

机构：

[1] Univ Gottingen, Georg Elias Muller Inst Psychol, D-37073 Gottingen, Germany

[2] Univ Freiburg, Dept Psychol Educ & Dev Psychol, D-79085 Freiburg, Germany

来源：

LEARNING AND INSTRUCTION | 2009年 / 19卷 / 03期

关键词：

Writing-to-learn; Self-regulated learning; Prompts; Cognitive strategies; Metacognitive strategies; Learning strategies; Learning journals;

D O I：

10.1016/j.1earninstruc.2008.05.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Learning protocols are a self-guided way of writing that allows for elaboration and reflection oil learning content. In an experimental study (N = 103), we supported protocol writing with prompts to elicit important strategies as Postulated by a cyclical model of self-regulated learning. Students received either (a) no prompts, (b) cognitive prompts, (c) metacognitive prompts, (d) mixed prompts without, or (e) including prompts for planning of remedial strategies. Prompting all essential sub-processes of self-regulated learning (group e) fostered students' comprehension best. Thus, with appropriate support, writing can serve as a beneficial medium helping students to self-regulate their understanding of subject matter. (C) 2008 Elsevier Ltd. All rights reserved.

引用

页码：259 / 271

页数：13

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