Zijn vier-componenten instructie-ontwerpmodel (4C/ID) ondersteunt het ontwerpen van onderwijs waarin leerlingen steeds meer de gelegenheid krijgen om hun leerproces te sturen, onder andere door ze geleidelijk meer zeggenschap te geven over het selecteren van leertaken. Jeroen van Merrienboer geeft een inleiding op het thema van de dag. In the second part, we provide an overview of some of our own empirical studies showing that fostering students' self-regulation strategies fosters meaningful learning initiated by high external regulation.
In the first part of this presentation, tried-and-tested theories of text learning and of example-based learning are used to show that self-regulation is crucial for effective learning, even when the students receive much guidance (external regulation). Although we see the kernel of truth in this assumption, we argue that fostering learners' self-regulation in learning environments with high external regulation (e.g., teacher-guided, direct instruction) is equally important in order to optimize meaningful learning.
No technical background is assumed!Īlexander Renkl - Learning Arrangements with High External Regulation: Why Fostering Learners' Self-regulation is of Special ImportanceĪ typical assumption is that self-regulation is particularly important when students learn in open learning environments with little external guidance (regulation) (e.g., learning from an internet search). This leads to the question, how can we have the best of both (many?) worlds: Give students the autonomy to select tasks, help them be motivated to learn and stretch themselves (i.e., a mastery orientation), and help them make good task selection decisions that lead to strong learning outcomes? I will present part of the PhD work of my former student Yanjin Long, who tackled these questions in a classroom study in middle schools, using an intelligent tutoring system for basic equation solving as research platform. On the other hand, research in advanced learning technologies has shown that under certain circumstances, intelligent tutoring systems can make excellent (individualized) task selection decisions, but they tend to not grant students much (if any) autonomy in this regard. One thing self-regulated learners must do is make good task selection choices, but doing so is challenging. They have not been as strong, however, in helping students learn to self-regulate their learning. Intelligent tutoring systems, which provide adaptive, individualized guidance to students when they engage in problem-solving practice, have been successful in helping students learn domain-specific skills and knowledge in many domains, including mathematics. Vincent Aleven - An intelligent tutoring system that helps students learn to make good task selection decisions
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