Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios
Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to understand how they function in human learning. In order to solve challenging tasks in problem situations, learners not only have to perform cognitive activities, e.g., activating existing...
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| Format: | Journal Article |
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International Forum of Educational Technology & Society
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/28239 |
| _version_ | 1848752482621063168 |
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| author | Ifenthaler, Dirk |
| author_facet | Ifenthaler, Dirk |
| author_sort | Ifenthaler, Dirk |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to understand how they function in human learning. In order to solve challenging tasks in problem situations, learners not only have to perform cognitive activities, e.g., activating existing cognitive structures or organizing new information, they also have to set specific goals, plan their activities, monitor their performance during the problem-solving process, and evaluate the efficiency of their actions. This paper reports an experimental study with 98 participants where effective instructional interventions for self-regulated learning within problem-solving processes are investigated. Furthermore, an automated assessment and analysis methodology for determining the quality of learning outcomes is introduced. The results indicate that generic prompts are an important aid for developing cognitive structures while solving problems. |
| first_indexed | 2025-11-14T08:09:20Z |
| format | Journal Article |
| id | curtin-20.500.11937-28239 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:09:20Z |
| publishDate | 2012 |
| publisher | International Forum of Educational Technology & Society |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-282392017-01-30T13:03:51Z Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios Ifenthaler, Dirk Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to understand how they function in human learning. In order to solve challenging tasks in problem situations, learners not only have to perform cognitive activities, e.g., activating existing cognitive structures or organizing new information, they also have to set specific goals, plan their activities, monitor their performance during the problem-solving process, and evaluate the efficiency of their actions. This paper reports an experimental study with 98 participants where effective instructional interventions for self-regulated learning within problem-solving processes are investigated. Furthermore, an automated assessment and analysis methodology for determining the quality of learning outcomes is introduced. The results indicate that generic prompts are an important aid for developing cognitive structures while solving problems. 2012 Journal Article http://hdl.handle.net/20.500.11937/28239 International Forum of Educational Technology & Society fulltext |
| spellingShingle | Ifenthaler, Dirk Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios |
| title | Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios |
| title_full | Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios |
| title_fullStr | Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios |
| title_full_unstemmed | Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios |
| title_short | Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios |
| title_sort | determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios |
| url | http://hdl.handle.net/20.500.11937/28239 |