How the Monitoring Events of Individual Students Are Associated with Phases of Regulation -- A Network Analysis Approach

Autor/inn/en	Malmberg, Jonna; Saqr, Mohammed; Järvenoja, Hanna; Järvelä, Sanna
Titel	How the Monitoring Events of Individual Students Are Associated with Phases of Regulation -- A Network Analysis Approach
Quelle	In: Journal of Learning Analytics, 9 (2022) 1, S.77-92 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Malmberg, Jonna) ORCID (Saqr, Mohammed) ORCID (Järvenoja, Hanna) ORCID (Järvelä, Sanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	High School Students; Group Activities; Learning Processes; Student Motivation; Audits (Verification); Learning Strategies; Metacognition; Progress Monitoring; Cooperative Learning + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gruppenaktivität; Learning process; Lernprozess; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kooperatives Lernen
Abstract	The current study uses a within-person temporal and sequential analysis to understand individual learning processes as part of collaborative learning. Contemporary perspectives of self-regulated learning acknowledge monitoring as a crucial mechanism for each phase of the regulated learning cycle, but little is known about the function of the monitoring of these phases by individual students in groups and the role of motivation in this process. This study addresses this gap by investigating how monitoring coexists temporally and progresses sequentially during collaborative learning. Twelve high school students participated in an advanced physics course and collaborated in groups of three for twenty 90-minute learning sessions. Each student's monitoring events were first identified from the videotaped sessions and then associated with the regulation phase. In addition, the ways in which students acknowledged each monitoring event were coded. The results showed that cyclical phases of regulation do not coexist. However, when we examined temporal and sequential aspects of monitoring, the results showed that the monitoring of motivation predicts the monitoring of task definition, leading to task enactment. The results suggest that motivation is embedded in regulation phases. The current study sheds light on idiographic methods that have implications for individual learning analytics. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01