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Predicting as a learning strategy Brod, Garvin Zeitschriftenbeitrag | In: Psychonomic Bulletin & Review | 2021 42310 Endnote: Autor*innen: Brod, Garvin
Titel: Predicting as a learning strategy
In: Psychonomic Bulletin & Review, 28 (2021) 6, S. 1839-1847
DOI: 10.3758/s13423-021-01904-1
URL: https://link.springer.com/article/10.3758/s13423-021-01904-1
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lernstrategie; Prognose; Information; Wissen; Antwort; Gedächtnis; Kognitive Prozesse; Strategie; Vergleich; Neugier; Fehler; Feedback; Unterricht; Forschung
Abstract (english): This article attempts to delineate the procedural and mechanistic characteristics of predicting as a learning strategy. While asking students to generate a prediction before presenting the correct answer has long been a popular learning strategy, the exact mechanisms by which it improves learning are only beginning to be unraveled. Moreover, predicting shares many features with other retrieval-based learning strategies (e.g., practice testing, pretesting, guessing), which begs the question of whether there is more to it than getting students to engage in active retrieval. I argue that active retrieval as such does not suffice to explain beneficial effects of predicting. Rather, the effectiveness of predicting is also linked to changes in the way the ensuing feedback is processed. Initial evidence suggests that predicting boosts surprise about unexpected answers, which leads to enhanced attention to the correct answer and strengthens its encoding. I propose that it is this affective aspect of predicting that sets it apart from other retrieval-based learning strategies, particularly from guessing. Predicting should thus be considered as a learning strategy in its own right. Studying its unique effects on student learning promises to bring together research on formal models of learning from prediction error, epistemic emotions, and instructional design. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Mobile sensing with smart wearables of the physical context of distance learning students to […] Ciordas-Hertel, George-Petru; Rödling, Sebastian; Schneider, Jan; Di Mitri, Daniele; […] Zeitschriftenbeitrag | In: Sensors | 2021 42008 Endnote: Autor*innen: Ciordas-Hertel, George-Petru; Rödling, Sebastian; Schneider, Jan; Di Mitri, Daniele; Weidlich, Joshua; Drachsler, Hendrik
Titel: Mobile sensing with smart wearables of the physical context of distance learning students to consider its effects on learning
In: Sensors, 21 (2021) 19, S. 6649
DOI: 10.3390/s21196649
URL: https://www.mdpi.com/1424-8220/21/19/6649
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lernen; Einflussfaktor; Lernumgebung; Lernort; Lernvoraussetzungen; Hausunterricht; Learning Analytics; Smartphone; Neue Technologien; Datenerhebung; Erhebungsinstrument; Software; Softwareentwicklung; Implementierung; Erwachsener; Fragebogen; Datenanalyse
Abstract: Research shows that various contextual factors can have an impact on learning. Some of these factors can originate from the physical learning environment (PLE) in this regard. When learning from home, learners have to organize their PLE by themselves. This paper is concerned with identifying, measuring, and collecting factors from the PLE that may affect learning using mobile sensing. More specifically, this paper first investigates which factors from the PLE can affect distance learning. The results identify nine types of factors from the PLE associated with cognitive, physiological, and affective effects on learning. Subsequently, this paper examines which instruments can be used to measure the investigated factors. The results highlight several methods involving smart wearables (SWs) to measure these factors from PLEs successfully. Third, this paper explores how software infrastructure can be designed to measure, collect, and process the identified multimodal data from and about the PLE by utilizing mobile sensing. The design and implementation of the Edutex software infrastructure described in this paper will enable learning analytics stakeholders to use data from and about the learners' physical contexts. Edutex achieves this by utilizing sensor data from smartphones and smartwatches, in addition to response data from experience samples and questionnaires from learners' smartwatches. Finally, this paper evaluates to what extent the developed infrastructure can provide relevant information about the learning context in a field study with 10 participants. The evaluation demonstrates how the software infrastructure can contextualize multimodal sensor data, such as lighting, ambient noise, and location, with user responses in a reliable, efficient, and protected manner.
Abstract (english): Research shows that various contextual factors can have an impact on learning. Some of these factors can originate from the physical learning environment (PLE) in this regard. When learning from home, learners have to organize their PLE by themselves. This paper is concerned with identifying, measuring, and collecting factors from the PLE that may affect learning using mobile sensing. More specifically, this paper first investigates which factors from the PLE can affect distance learning. The results identify nine types of factors from the PLE associated with cognitive, physiological, and affective effects on learning. Subsequently, this paper examines which instruments can be used to measure the investigated factors. The results highlight several methods involving smart wearables (SWs) to measure these factors from PLEs successfully. Third, this paper explores how software infrastructure can be designed to measure, collect, and process the identified multimodal data from and about the PLE by utilizing mobile sensing. The design and implementation of the Edutex software infrastructure described in this paper will enable learning analytics stakeholders to use data from and about the learners' physical contexts. Edutex achieves this by utilizing sensor data from smartphones and smartwatches, in addition to response data from experience samples and questionnaires from learners' smartwatches. Finally, this paper evaluates to what extent the developed infrastructure can provide relevant information about the learning context in a field study with 10 participants. The evaluation demonstrates how the software infrastructure can contextualize multimodal sensor data, such as lighting, ambient noise, and location, with user responses in a reliable, efficient, and protected manner.
DIPF-Abteilung: Informationszentrum Bildung

Außerunterrichtliches Peer Tutoring mit deutsch-türkischsprachigen Grundschulkindern. […] Decristan, Jasmin; Schastak, Martin; Reitenbach, Valentina; Rauch, Dominique Zeitschriftenbeitrag | In: Zeitschrift für Erziehungswissenschaft | 2021 41082 Endnote: Autor*innen: Decristan, Jasmin; Schastak, Martin; Reitenbach, Valentina; Rauch, Dominique
Titel: Außerunterrichtliches Peer Tutoring mit deutsch-türkischsprachigen Grundschulkindern. Umsetzungsgenauigkeit und Umfang von bilingualer Kommunikation
In: Zeitschrift für Erziehungswissenschaft, 24 (2021) 4, S. 841-860
DOI: 10.1007/s11618-021-01023-6
URN: urn:nbn:de:0111-pedocs-252329
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252329
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Datenanalyse; Empirische Untersuchung; Deutschland; Grundschüler; Deutsch; Türkisch; Bilingualismus; Kooperatives Lernen; Kommunikation; Peergroup; Tutor; Tandem-Methode; Außerunterrichtliche Betreuung; Training; Rechnen; Leseförderung; Intervention; Implementierung; Umsetzung; Audioaufzeichnung;
Abstract: Der vorliegende Beitrag fokussiert die Implementation von außerunterrichtlichen Peer Tutoring-Trainings im Lesen und Rechnen mit türkisch-deutschsprachigen Grundschulkindern. Hierbei bildeten jeweils zwei Grundschulkinder (Peers) ein Tandem, das von einer geschulten studentischen Trainingsleitung angeleitet wurde. Zur Erfassung der Implementation von Peer Tutoring-Elementen unter diesen Bedingungen wurde die Umsetzungsgenauigkeit herangezogen. Eine Besonderheit der Studie war, dass es einem Teil der Trainingsgruppen erlaubt war, beide Sprachen während des Trainings zu sprechen. Für die bilinguale Kommunikation wurden zusätzliche Operationalisierungen geprüft, um die Umsetzung bilingualer Kommunikation zu erfassen. Darüber hinaus wird im Beitrag konsequent zwischen der Implementation durch Trainingsleitungen und durch Lernende unterschieden. Die Ergebnisse unterstreichen die hohe Umsetzungsgenauigkeit der außerunterrichtlichen Peer Tutoring-Trainings. Sie zeigen aber auch auf, dass die Lernenden in diesem Setting nur wenig miteinander in ihrer Herkunftssprache kommunizierten und mehr türkischsprachige Impulse durch Trainingsleitungen nicht mit mehr bilingualer Kommunikation durch die Lernenden einherging. Der Beitrag liefert somit weitere Erkenntnisse zur Aktivierung und zum Umfang bilingualer Kommunikation beim kooperativen Lernen. (DIPF/Orig.)
Abstract (english): The paper focusses on the implementation of extracurricular peer tutoring trainings in reading and arithmetic with Turkish-German primary school children. Two children formed a dyad and were accompanied by a trained undergraduate instructor. Adherence was used to measure the implementation of peer tutoring elements under these conditions. Some of the learners were allowed to speak both languages during the training. For bilingual communication, additional operationalizations were examined to capture its implementation. Furthermore, a consistent distinction is made between implementation by trainers and by peers. The results show high treatment adherence of extracurricular peer tutoring trainings. However, they also show that the learners communicated only little with each other in their language of origin and that more Turkish-language impulses by trainees did not correspond with more bilingual communication by the learners. The article thus provides further insights into the activation and extent of bilingual communication in cooperative learning. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung; Lehr und Lernqualität in Bildungseinrichtungen

For unto every one that hath shall be given. Teachers' competence profiles regarding the promotion […] Dignath, Charlotte Zeitschriftenbeitrag | In: Metacognition and Learning | 2021 42408 Endnote: Autor*innen: Dignath, Charlotte
Titel: For unto every one that hath shall be given. Teachers' competence profiles regarding the promotion of self‑regulated learning moderate the effectiveness of short‑term teacher training
In: Metacognition and Learning, 16 (2021) 3, S. 555-594
DOI: 10.1007/s11409-021-09271-x
URL: https://link.springer.com/article/10.1007/s11409-021-09271-x
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Lehrer; Kompetenz; Lernen; Selbstregulation; Unterricht; Schüler; Förderung; Kognitive Prozesse; Metakognition; Motivation; Wissen; Überzeugung; Selbstwirksamkeit; Lehrerfortbildung; Training; Effektivität; Unterricht; Schüler; Förderung; Fragebogenerhebung; Datenanalyse; Chi-Quadrat Test; Regressionsanalyse; Faktorenanalyse; Empirische Untersuchung; Deutschland
Abstract (english): Teachers play a major role in the effectiveness of student learning. Teacher's competence contributes to their classroom practice. We applied a generic model of teacher competence to the specific context of teachers' promotion of self-regulated learning (SRL) in the classroom, and investigated teachers' competence profiles regarding SRL (study 1) and how teachers' competence can moderate the effectiveness of teacher training (study 2). In the first step, in study 1 191 teachers were assessed according to different characteristics that have been found to be important aspects of teacher competence (knowledge, beliefs, and self-efficacy). To investigate how these characteristics co-occur in teachers we determined latent profiles of teacher competence regarding SRL. To this end, and the data were subjected to a latent profile analysis that yielded two levels of competence profile: low and high competence to promote SRL. These competence profiles were positively associated with teachers' self-reported SRL practice in the classroom. Next, to test whether these competence profiles affect teachers' competence development, we conducted a training study. In this study 2, we examined the effects of an 8-h long teacher training about SRL on the development of teachers' competence (knowledge, beliefs, self-efficacy) and on their SRL practice in the classroom with a repeated measures control group design. Forty-five teachers participated in the training, and these teachers and their 543 students evaluated the effectiveness of the training. Training effects were found on the teacher level, but not on the student level. Teachers who participated in the training outperformed the control teachers in their development of self-efficacy to foster SRL, and their perceived SRL practice. Moreover, teachers' competence profiles moderated the training effect, showing that teachers with an initially high competence benefitted more from the training. Applying a generic model of teacher competence to the context of promoting SRL seems beneficial to inspire future research on indicators of teachers' SRL practice. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Introduction to the special issue. Mind the gap between research and practice in the area of […] Dignath, Charlotte; Mevarech, Zemira Zeitschriftenbeitrag | In: Metacognition and Learning | 2021 42409 Endnote: Autor*innen: Dignath, Charlotte; Mevarech, Zemira
Titel: Introduction to the special issue. Mind the gap between research and practice in the area of teachers' support of metacognition and SRL
In: Metacognition and Learning, 16 (2021) 3, S. 517-521
DOI: 10.1007/s11409-021-09285-5
URL: https://link.springer.com/article/10.1007/s11409-021-09285-5
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Einführung; Pandemie; Hausunterricht; Selbstregulation; Metakognition; Schüler; Selbstgesteuertes Lernen; Forschung; Praxis; Lehrer; Lehramtsstudent; Unterstützung; Professionalität
Abstract (english): Since spring 2020, governments all over the world have temporarily and repeatedly closed schools in response to the COVID-19 pandemic. Learning at home requires a large amount of self-regulated learning (SRL) where students have to acquire and practice learning contents and skills independently without being provided with face to face support by their teacher. Current research reports that the main difficulties that students and teachers experience in these learning situations are related to SRL (Fischer et al., 2020). But also in everyday learning situations at school, SRL has been found to contribute significantly to students' learning progress, their motivation, and their achievement (Zimmerman & Bandura, 1994; Dent & Koenka, 2016). Acquiring skills for SRL is a necessity for students to become lifelong learners (Taranto & Buchanan, 2020), which has now been shown even more. However, when schools moved to distance learning, it not only became apparent how important SRL is, but also how poorly most students were prepared for SRL. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

The role of direct strategy instruction in promoting self-regulated learning - evidence from […] Dignath, Charlotte; Veenman, Marcel V. J. Zeitschriftenbeitrag | In: Educational Psychology Review | 2021 40509 Endnote: Autor*innen: Dignath, Charlotte; Veenman, Marcel V. J.
Titel: The role of direct strategy instruction in promoting self-regulated learning - evidence from classroom observation studies
In: Educational Psychology Review, 33 (2021) 2, S. 489-533
DOI: 10.1007/s10648-020-09534-0
URL: https://link.springer.com/article/10.1007/s10648-020-09534-0
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Selbstgesteuertes Lernen; Lehrer; Lernumgebung; Unterricht; Lernstrategie; Schüler; Förderung; Unterrichtsbeobachtung; Studien; Publikation; Analyse
Abstract (english): Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers' instructional attempts for SRL, we systematically review the literature on classroom observation studies that have assessed how teachers support their students' SRL. The results of the 17 retrieved studies show that in most classrooms, only little direct strategy instruction took place. Nevertheless, some teachers provided their students with learning environments that require and thus foster self-regulated learning indirectly. Based on a review of classroom observation studies, this article stresses the significance of (1) instructing SRL strategies explicitly so that students develop metacognitive knowledge and skills to integrate the application of these strategies successfully into their learning process, and (2) the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view of the effectiveness of teacher approaches to support SRL. Finally, we discuss ten cornerstones for future directions for research about supporting SRL.
DIPF-Abteilung: Bildungsqualität und Evaluation

Adoption of learning technologies in times of pandemic crisis Drachsler, Hendrik; Jansen, Jeroen; Kirschner, Paul A. Zeitschriftenbeitrag | In: Journal of Computer Assisted Learning | 2021 42316 Endnote: Autor*innen: Drachsler, Hendrik; Jansen, Jeroen; Kirschner, Paul A.
Titel: Adoption of learning technologies in times of pandemic crisis
In: Journal of Computer Assisted Learning, 37 (2021) 6, S. 1509-1512
DOI: 10.1111/jcal.12626
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12626
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache: Englisch
Schlagwörter: Pandemie; Lernen; Unterricht; Digitalisierung; Online; Lernumgebung; Informationstechnologie
DIPF-Abteilung: Informationszentrum Bildung

Physicians as clinical teachers. Motivation and attitudes Gartmeier, Martin; Coppi, Renato Alves; Zehner, Fabian; Koumpouli, Konstantina; […] Zeitschriftenbeitrag | In: Beiträge zur Hochschulforschung | 2021 42108 Endnote: Autor*innen: Gartmeier, Martin; Coppi, Renato Alves; Zehner, Fabian; Koumpouli, Konstantina; Wijnen-Meijer, Marjo; Berberat, Pascal O.
Titel: Physicians as clinical teachers. Motivation and attitudes
In: Beiträge zur Hochschulforschung, 43 (2021) 4, S. 74-95
URL: https://www.bzh.bayern.de/archiv/artikelarchiv/artikeldetail/physicians-as-clinical-teachers-motivation-and-attitudes
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Arzt; Lehrtätigkeit; Unterricht; Krankenhaus; Motivation; Einstellung <Psy>; Motiv <Psy>; Fragebogen; Deutschland
Abstract (english): Especially in university hospitals, many physicians have to fulfil multiple roles as they treat patients, conduct research and act as clinical teachers. The present study focuses upon the latter role and analyses which attitudes and motivational patterns guide physicians in their teaching activities. With regard to motivation, we draw on self-determination theory and distinguish between autonomous and controlled motives. In terms of attitude, we examine the extent to which clinical teachers use teaching activities that relate to a transmissive or constructivist paradigm. These questions are investigated using data from a questionnaire study conducted at a German university hospital. The respondents were 314 physicians who participated in one of two didactic qualification workshops at different points in their professional career. Physicians reported higher scores for autonomous types of motivation (derived from the self) than for controlled types (influenced by external factors). Further, we found that overall, the physicians considered both transmissive and constructivist concepts relevant for their teaching, but agreed even stronger to the constructivist paradigm. Latent class analyses revealed distinct patterns of attitudes towards teaching, but no relation between different motivations and teaching attitudes was found. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Are questionnaire scales which measure non-cognitive constructs suitable as school effectiveness […] Grützmacher, Luisa; Vieluf, Svenja; Hartig, Johannes Zeitschriftenbeitrag | In: School Effectiveness and School Improvement | 2021 41472 Endnote: Autor*innen: Grützmacher, Luisa; Vieluf, Svenja; Hartig, Johannes
Titel: Are questionnaire scales which measure non-cognitive constructs suitable as school effectiveness criteria? A measurement invariance analysis
In: School Effectiveness and School Improvement, 32 (2021) 3, S. 430-447
DOI: 10.1080/09243453.2021.1903511
URL: https://www.tandfonline.com/doi/full/10.1080/09243453.2021.1903511
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schule; Effektivität; Messverfahren; Fragebogen; Reliabilität; Validität; Schüler; Sekundarbereich; Deutschunterricht; Lesen; Einstellung <Psy>; Mathematikunterricht; Interesse; Selbstkonzept; Mitarbeit; Längsschnittuntersuchung; Datenanalyse; Hamburg; Deutschland
Abstract (english): This study aimed at examining the suitability of questionnaire instruments commonly used in large-scale assessments for measuring non-cognitive school effectiveness criteria. It focused on questions of reliability and validity for capturing changes in students within schools across time and the instruments' sensitivity to school effects. The aim was also to propose an approach for analyzing measurement invariance across levels and time simultaneously. The study used longitudinal data from the KESS (Kompetenzen und Einstellungen von Schülerinnen und Schülern [competencies and attitudes of students]) study, conducted in Hamburg, Germany. The sample is comprised of 17,926 students in 189 secondary schools. Data were collected three or four times. The results of the analyses show that all investigated scales are suitable in terms of reliability and validity. However, only the scale interest in mathematics is sensitive to school effects and therefore suitable as a school effectiveness criterion. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Changes in school alienation profiles among secondary school students and the role of teaching […] Hadjar, Andreas; Grecu, Alyssa; Scharf, Jan; de Moll, Frederick; Morinaj, Julia; Hascher, Tina Zeitschriftenbeitrag | In: International Journal of Educational Research | 2021 40769 Endnote: Autor*innen: Hadjar, Andreas; Grecu, Alyssa; Scharf, Jan; de Moll, Frederick; Morinaj, Julia; Hascher, Tina
Titel: Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland
In: International Journal of Educational Research, 105 (2021) , S. 101697
DOI: 10.1016/j.ijer.2020.101697
URN: urn:nbn:de:0111-pedocs-238927
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238927
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Schüler; Schule; Entfremdung; Musterbildung; Sekundarstufe I; Übergang; Unterrichtsstil; Längsschnittuntersuchung; Profilanalyse; Sekundäranalyse; Internationaler Vergleich; Luxemburg; Schweiz
Abstract (english): What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style for transitions between school alienation profiles. We draw on panel data of secondary school students from Luxembourg and Switzerland. Results of latent profile/latent transition analyses reveal distinct school alienation profiles, country differences and support for the idea that student-oriented, supportive teaching styles might prevent students from transitioning towards more-highly alienated profiles.
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens

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