What can off- and online measures tell about students’ self-regulation and their achievement while learning science expository hypertext

Kavčič, Alenka (author), Podlesek, Anja (author), Komidar, Luka (author), Hladnik, Aleš (author), Boh Podgornik, Bojana (author), Bohak, Ciril (author), Depolli Steiner, Katja (author), Gril, Alenka (author), Lesar, Žiga (author), Marolt, Matija (author), Pečjak, Sonja (author), Pesek, Matevž (author), Pirc, Tina (author), Puklek Levpušček, Melita (author), Peklaj, Cirila (author)

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
• UDC: 004
• ISSN on article: 2071-1050
• DOI: 10.3390/su14095686
• COBISS.SI-ID: 107992835
• Publication date in RUL: 12.07.2022

Record is a part of a journal

• Title: Sustainability
• Shortened title: Sustainability
• Publisher: MDPI
• ISSN: 2071-1050
• COBISS.SI-ID: 5324897

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