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%2F60460709%3A41600%2F19%3A79789" target="_blank" >RIV/60460709:41600/19:79789 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/44555601:13530/19:43894834

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 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

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 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

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

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

—

e-ISSN

—

Počet stran výsledku

6

Strana od-do

9002-9007

Název nakladatele

Neuveden

Místo vydání

Valencia, Spain

Místo konání akce

Valencia, Spain

Datum konání akce

11. 3. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000541042204012