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Exploring behavioural patterns during complex problem‐solving
Eichmann, Beate; Greiff, Samuel; Naumann, Johannes; Brandhuber, Liene; Goldhammer, Frank
Journal Article
| In: Journal of Computer Assisted Learning | 2020
40129 Endnote
Author(s):
Eichmann, Beate; Greiff, Samuel; Naumann, Johannes; Brandhuber, Liene; Goldhammer, Frank
Title:
Exploring behavioural patterns during complex problem‐solving
In:
Journal of Computer Assisted Learning, 36 (2020) 6, S. 933-956
DOI:
10.1111/jcal.12451
URN:
urn:nbn:de:0111-pedocs-232225
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232225
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Problemlösen; Exploration; Datenanalyse; PISA <Programme for International Student Assessment>; Verhaltensmuster; Sequenz; Analyse
Abstract:
In this explorative study, we investigate how sequences of behaviour are related to success or failure in complex problem‐solving (CPS). To this end, we analysed log data from two different tasks of the problem‐solving assessment of the Programme for International Student Assessment 2012 study (n = 30,098 students). We first coded every interaction of students as (initial or repeated) exploration, (initial or repeated) goal‐directed behaviour, or resetting the task. We then split the data according to task successes and failures. We used full‐path sequence analysis to identify groups of students with similar behavioural patterns in the respective tasks. Double‐checking and minimalistic behaviour was associated with success in CPS, while guessing and exploring task‐irrelevant content was associated with failure. Our findings held for both tasks investigated, from two different CPS measurement frameworks. We thus gained detailed insight into the behavioural processes that are related to success and failure in CPS. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Tracking patterns in self-regulated learning using students' self-reports and online trace data
Halem, Nicolette van; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
Journal Article
| In: Frontline Learning Research | 2020
39969 Endnote
Author(s):
Halem, Nicolette van; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
Title:
Tracking patterns in self-regulated learning using students' self-reports and online trace data
In:
Frontline Learning Research, 8 (2020) 3, S. 140-163
DOI:
10.14786/flr.v8i3.497
URL:
https://journals.sfu.ca/flr/index.php/journal/article/view/497
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Selbstgesteuertes Lernen; Motivation; Lernen; Strategie; Selbstbeobachtung; Online; Lernverhalten; Verhaltensmuster; Daten; Komplementarität; Ereignis; Messung; Methode; Varianz; Student; E-Learning
Abstract:
For decades, self-report instruments - which rely heavily on students' perceptions and beliefs - have been the dominant way of measuring motivation and strategy use. An event-based measure based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance and reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace data, likely because of its covert nature. In that respect, it is of importance to recognize the crucial role of self-reports in capturing student learning holistically. This manuscript is 'frontline' in the sense that event-based measurement methodologies using online trace data are relatively unexplored. The comparison with self-report data made in this manuscript sheds new light on the added value of innovative and traditional methods of measuring motivation and strategy use. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Auswirkungen schulischer und ausserschulischer Erziehung auf die kognitive Entwicklung: Eine […]
Bender-Szymanski, Dorothea; Hesse, Hermann-Günter
Journal Article
| In: Zeitschrift für erziehungs- und sozialwissenschaftliche Forschung | 1984
2456 Endnote
Author(s):
Bender-Szymanski, Dorothea; Hesse, Hermann-Günter
Title:
Auswirkungen schulischer und ausserschulischer Erziehung auf die kognitive Entwicklung: Eine Problematisierung aufgrund neuerer interkultureller psychologischer Forschung
In:
Zeitschrift für erziehungs- und sozialwissenschaftliche Forschung, 1 (1984) 2, S. 343-370
URN:
urn:nbn:de:0111-opus-16937
URL:
https://www.pedocs.de/frontdoor.php?source_opus=1693
Publication Type:
3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Language:
Deutsch
Keywords:
Kognitive Entwicklung; Verhaltensmuster; Einflussfaktor; Schulbildung; Schule; Erziehung; Pädagogik; Außerschulische Jugendbildung; Außerschulisches Lernen; Interkultureller Vergleich; Interkulturelle Forschung; Interkulturelle Psychologie; Vergleichende Erziehungswissenschaft; Pädagogische Psychologie; Entwicklungspsychologie; Kulturpsychologie; Psychologie; Schulpädagogik; Forschungsbericht; Forschungsstand; Deutschland
DIPF-Departments:
Allgemeine und Vergleichende Erziehungswissenschaft
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