Scaffolding Self-Regulated Learning through Student-Generated Quizzes

Autor/in	Jones, Jennifer A.
Titel	Scaffolding Self-Regulated Learning through Student-Generated Quizzes
Quelle	In: Active Learning in Higher Education, 20 (2019) 2, S.115-126 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417735610
Schlagwörter	Active Learning; Metacognition; Learning Strategies; Class Activities; Tests; Teamwork; Thinking Skills; Student Attitudes; Undergraduate Students; Leadership Training; Empathy; Teacher Role; College Faculty; Preferences; Study Habits; Course Evaluation; Outcomes of Education; Educational Benefits; Florida + Suchen Sie Ihr Suchwort? Aktives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Examination; Prüfung; Examen; Denkfähigkeit; Schülerverhalten; Führungslehre; Empathie; Lehrerrolle; Fakultät; Study behavior; Study behaviour; Studienverhalten; Lernleistung; Schulerfolg; Bildungsertrag
Abstract	Self-regulated learning assumes learners are active agents who can establish and make progress toward learning goals. Classroom activities can facilitate the emergence of self-regulated learning. One strategy to encourage self-regulated learning is to ask students to develop questions for a quiz or examination. The process of developing questions scaffolds higher-order thinking. Rather than just memorize or apply the material, students must think about how to evaluate their knowledge of the material. The purpose of this study was to identify students' perceptions about the experience of developing questions for a quiz or examination. Three separate and slightly different quiz-building activities were conducted in a large undergraduate classroom. A follow-up student perception survey indicates that students (a) found this activity valuable for learning, (b) were concerned about the quality of questions produced, and (c) preferred team-based activities over individual activities. This article suggests ways to improve this activity and offers suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01