Improving the Accuracy of the Self-evaluation during On-screen Self-regulated learning through Calibration Feedback

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13530%2F19%3A43894834" target="_blank" >RIV/44555601:13530/19:43894834 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/60460709:41600/19:79789

Výsledek na webu

<a href="https://library.iated.org/view/URBAN2019IMP" target="_blank" >https://library.iated.org/view/URBAN2019IMP</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2019.2239" target="_blank" >10.21125/inted.2019.2239</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Improving the Accuracy of the Self-evaluation during On-screen Self-regulated learning through Calibration Feedback

Popis výsledku v původním jazyce

The self-regulated learning (SRL) emphasizes an autonomy and a control over student&apos;s learning and as such, SRL depends on the metacognitive abilities of the learner. Metacognitive knowledge allows choosing a proper strategy in order to reach a learning goal of the student. Metacognitive regulation is important for the implementation of this strategy and metacognitive monitoring is important to evaluation whether the chosen strategy was appropriate or should be replaced. In our research we examine an improvement of accuracy of the metacognitive monitoring in the classroom during on-screen self-regulated learning. Thirty undergraduate students in counselling had to study target psychological concepts (such as operant conditioning, observational learning, conformity, identification, etc.) in three separate phases related to SRL (preparatory, performance and appraisal phase) each week during seven weeks in the semester. In the preparatory phase, students received a target concept and in accordance with this concept, they set their goals and planned the following activity in separate steps. In the performance phase, they performed their planned steps, e.g. searched for and read the relevant materials using computer (scientific databases as well as other relevant digital sources for illustrations, pictures or videos). Then they prepared the presentation for their peers in which they explained the concept. In the final appraisal phase, they tried to teach the target concept to their peers, followed by the self-evaluation of their own performance on a scale from 0 to 10 points. The self-evaluation was composed from the self-comprehension of materials and the preparation of the presentation. The peers and a lecturer provided their evaluations on a scale from 0 to 10 points compounded from the comprehension and the presentation of the target concept. Students then received a calibration feedback (how many points they received from peers and from teacher and how many points they gave themselves) accessible via their personal access in the digital profile on the course website. The conducted multilevel model analysis revealed a significant improvement in the accuracy of the self-evaluation from the second study week. This finding in natural environment of the classroom is in line with the previous experimental research where the calibration feedback proves to be the most effective tool in fostering accuracy of the metacognitive monitoring.

Název v anglickém jazyce

Improving the Accuracy of the Self-evaluation during On-screen Self-regulated learning through Calibration Feedback

Popis výsledku anglicky

The self-regulated learning (SRL) emphasizes an autonomy and a control over student&apos;s learning and as such, SRL depends on the metacognitive abilities of the learner. Metacognitive knowledge allows choosing a proper strategy in order to reach a learning goal of the student. Metacognitive regulation is important for the implementation of this strategy and metacognitive monitoring is important to evaluation whether the chosen strategy was appropriate or should be replaced. In our research we examine an improvement of accuracy of the metacognitive monitoring in the classroom during on-screen self-regulated learning. Thirty undergraduate students in counselling had to study target psychological concepts (such as operant conditioning, observational learning, conformity, identification, etc.) in three separate phases related to SRL (preparatory, performance and appraisal phase) each week during seven weeks in the semester. In the preparatory phase, students received a target concept and in accordance with this concept, they set their goals and planned the following activity in separate steps. In the performance phase, they performed their planned steps, e.g. searched for and read the relevant materials using computer (scientific databases as well as other relevant digital sources for illustrations, pictures or videos). Then they prepared the presentation for their peers in which they explained the concept. In the final appraisal phase, they tried to teach the target concept to their peers, followed by the self-evaluation of their own performance on a scale from 0 to 10 points. The self-evaluation was composed from the self-comprehension of materials and the preparation of the presentation. The peers and a lecturer provided their evaluations on a scale from 0 to 10 points compounded from the comprehension and the presentation of the target concept. Students then received a calibration feedback (how many points they received from peers and from teacher and how many points they gave themselves) accessible via their personal access in the digital profile on the course website. The conducted multilevel model analysis revealed a significant improvement in the accuracy of the self-evaluation from the second study week. This finding in natural environment of the classroom is in line with the previous experimental research where the calibration feedback proves to be the most effective tool in fostering accuracy of the metacognitive monitoring.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

INTED2019 Proceedings

ISBN

978-84-09-08619-1

ISSN

2340-1079

e-ISSN

—

Počet stran výsledku

6

Strana od-do

9002-9007

Název nakladatele

IATED

Místo vydání

Valencia

Místo konání akce

Valencia

Datum konání akce

11. 3. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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