Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols

It has been widely theorized and empirically proven that self-regulated learning (SRL) is related to more desired learning outcomes, e.g., higher performance in transfer tests. Research has shifted to understanding the role of SRL during learning, such as the strategies and learning activities, lear...

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Autores principales:	Lyn Lim, Maria Bannert, Joep van der Graaf, Inge Molenaar, Yizhou Fan, Jonathan Kilgour, Johanna Moore, Dragan Gašević
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	self-regulated learning temporal patterns in SRL process mining fuzzy miner think aloud Psychology BF1-990
Acceso en línea:	https://doaj.org/article/f997241f0c254b1d9eb7b834f1e86390
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spelling	oai:doaj.org-article:f997241f0c254b1d9eb7b834f1e863902021-11-04T04:58:55ZTemporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols1664-107810.3389/fpsyg.2021.749749https://doaj.org/article/f997241f0c254b1d9eb7b834f1e863902021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.749749/fullhttps://doaj.org/toc/1664-1078It has been widely theorized and empirically proven that self-regulated learning (SRL) is related to more desired learning outcomes, e.g., higher performance in transfer tests. Research has shifted to understanding the role of SRL during learning, such as the strategies and learning activities, learners employ and engage in the different SRL phases, which contribute to learning achievement. From a methodological perspective, measuring SRL using think-aloud data has been shown to be more insightful than self-report surveys as it helps better in determining the link between SRL activities and learning achievements. Educational process mining on the basis of think-aloud data enables a deeper understanding and more fine-grained analyses of SRL processes. Although students’ SRL is highly contextualized, there are consistent findings of the link between SRL activities and learning outcomes pointing to some consistency of the processes that support learning. However, past studies have utilized differing approaches which make generalization of findings between studies investigating the unfolding of SRL processes during learning a challenge. In the present study with 29 university students, we measured SRL via concurrent think-aloud protocols in a pre-post design using a similar approach from a previous study in an online learning environment during a 45-min learning session, where students learned about three topics and wrote an essay. Results revealed significant learning gain and replication of links between SRL activities and transfer performance, similar to past research. Additionally, temporal structures of successful and less successful students indicated meaningful differences associated with both theoretical assumptions and past research findings. In conclusion, extending prior research by exploring SRL patterns in an online learning setting provides insights to the replicability of previous findings from online learning settings and new findings show that it is important not only to focus on the repertoire of SRL strategies but also on how and when they are used.Lyn LimMaria BannertJoep van der GraafInge MolenaarYizhou FanJonathan KilgourJohanna MooreDragan GaševićDragan GaševićFrontiers Media S.A.articleself-regulated learningtemporal patterns in SRLprocess miningfuzzy minerthink aloudPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	self-regulated learning temporal patterns in SRL process mining fuzzy miner think aloud Psychology BF1-990
spellingShingle	self-regulated learning temporal patterns in SRL process mining fuzzy miner think aloud Psychology BF1-990 Lyn Lim Maria Bannert Joep van der Graaf Inge Molenaar Yizhou Fan Jonathan Kilgour Johanna Moore Dragan Gašević Dragan Gašević Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols
description	It has been widely theorized and empirically proven that self-regulated learning (SRL) is related to more desired learning outcomes, e.g., higher performance in transfer tests. Research has shifted to understanding the role of SRL during learning, such as the strategies and learning activities, learners employ and engage in the different SRL phases, which contribute to learning achievement. From a methodological perspective, measuring SRL using think-aloud data has been shown to be more insightful than self-report surveys as it helps better in determining the link between SRL activities and learning achievements. Educational process mining on the basis of think-aloud data enables a deeper understanding and more fine-grained analyses of SRL processes. Although students’ SRL is highly contextualized, there are consistent findings of the link between SRL activities and learning outcomes pointing to some consistency of the processes that support learning. However, past studies have utilized differing approaches which make generalization of findings between studies investigating the unfolding of SRL processes during learning a challenge. In the present study with 29 university students, we measured SRL via concurrent think-aloud protocols in a pre-post design using a similar approach from a previous study in an online learning environment during a 45-min learning session, where students learned about three topics and wrote an essay. Results revealed significant learning gain and replication of links between SRL activities and transfer performance, similar to past research. Additionally, temporal structures of successful and less successful students indicated meaningful differences associated with both theoretical assumptions and past research findings. In conclusion, extending prior research by exploring SRL patterns in an online learning setting provides insights to the replicability of previous findings from online learning settings and new findings show that it is important not only to focus on the repertoire of SRL strategies but also on how and when they are used.
format	article
author	Lyn Lim Maria Bannert Joep van der Graaf Inge Molenaar Yizhou Fan Jonathan Kilgour Johanna Moore Dragan Gašević Dragan Gašević
author_facet	Lyn Lim Maria Bannert Joep van der Graaf Inge Molenaar Yizhou Fan Jonathan Kilgour Johanna Moore Dragan Gašević Dragan Gašević
author_sort	Lyn Lim
title	Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols
title_short	Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols
title_full	Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols
title_fullStr	Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols
title_full_unstemmed	Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols
title_sort	temporal assessment of self-regulated learning by mining students’ think-aloud protocols
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/f997241f0c254b1d9eb7b834f1e86390
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Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols

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