izpis_h1_title_alt

What can off- and online measures tell about students’ self-regulation and their achievement while learning science expository hypertext
ID Kavčič, Alenka (Author), ID Podlesek, Anja (Author), ID Komidar, Luka (Author), ID Hladnik, Aleš (Author), ID Boh Podgornik, Bojana (Author), ID Bohak, Ciril (Author), ID Depolli Steiner, Katja (Author), ID Gril, Alenka (Author), ID Lesar, Žiga (Author), ID Marolt, Matija (Author), ID Pečjak, Sonja (Author), ID Pesek, Matevž (Author), ID Pirc, Tina (Author), ID Puklek Levpušček, Melita (Author), ID Peklaj, Cirila (Author)

.pdfPDF - Presentation file, Download (596,83 KB)
MD5: 0F18DB9B929BF07719049E870CA4626E
URLURL - Source URL, Visit https://www.mdpi.com/2071-1050/14/9/5686 This link opens in a new window

Abstract
Self-regulated learning (SRL) plays an important role in successful learning with hypertexts. The use of appropriate SRL strategies helps students acquire new knowledge more efficiently. We investigated the use of SRL strategies in individual learning from expository science hypertext, the correlations between different measures of self-regulation, and the differences in SRL between more and less successful students. A sample of 443 ninth graders from 15 different schools participated in the study. A variety of off- and online measures were used to measure SRL. Data were collected from student traces, questionnaires, tests scores, and notes. Low correlations between the off- and online measures of SRL suggest that they measure different aspects of SRL use in learning digital science texts. Student achievement in science positively correlated with their use of SRL strategies. Students with higher knowledge gains reported the higher use of deep cognitive strategies, higher motivation for learning, and used a higher number of strategies in note-taking while learning. The results of this study may have practical implications for teachers to support student SRL and for developers of digital learning materials to incorporate SRL scaffolding into learning topics.

Language:English
Keywords:self-regulated learning, science expository hypertext, student achievement
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:FRI - Faculty of Computer and Information Science
FF - Faculty of Arts
NTF - Faculty of Natural Sciences and Engineering
Publication status:Published
Publication version:Version of Record
Publication date:01.05.2022
Year:2022
Number of pages:Str. 1-19
Numbering:Vol. 14, iss. 9
PID:20.500.12556/RUL-138143 This link opens in a new window
UDC:004
ISSN on article:2071-1050
DOI:10.3390/su14095686 This link opens in a new window
COBISS.SI-ID:107992835 This link opens in a new window
Publication date in RUL:12.07.2022
Views:853
Downloads:115
Metadata:XML DC-XML DC-RDF
:
Copy citation
Share:Bookmark and Share

Record is a part of a journal

Title:Sustainability
Shortened title:Sustainability
Publisher:MDPI
ISSN:2071-1050
COBISS.SI-ID:5324897 This link opens in a new window

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:08.05.2022

Secondary language

Language:Slovenian
Keywords:samoregulacijsko učenje, naravoslovni razlagalni hiperteks, učni uspeh

Projects

Funder:ARRS - Slovenian Research Agency
Project number:J5-9437
Name:Učinkovitost različni vrst učnih opor pri samoregulaciji e-učenja

Similar documents

Similar works from RUL:
Similar works from other Slovenian collections:

Back