occurance and promotion of self- regulated learning in technology enhanced learning environment...
TRANSCRIPT
Occurance and promotion of Self-regulated learning in technology enhanced learning environment
Heikki KontturiSupervisor Prof. Sanna Järvelä
Research context - UBIKO
• Oulu University Teacher Training School • Revising school life• Project time 6/2011-31.12.2013• Funded by NBE• Research time 8/2012-5/2013
Pret
est
Data collection
Pupils experiences
Context/Teacher’s experiences
12/2013
Implementing sessionsStructured collaboration inresearch-teacher team
School year 2012-20136/2011
UBI
KO -P
ROJE
CTRE
SEAR
CH
Planning and contructing the
physical learning environment
Theory of Self-regulated Learning Analysis/
reporting
Dissemination/reporting
Link to UBIKO-project
THIS STUDY
DESING PROCESS in UBIKO
m
SRL THEORY
UBIKO 1 UBIKO 2 UBIKO 3 UBIKO 4
MICRO SYCKLES MICRO SYCKLES MICRO SYCKLES MICRO SYCKLES
PRO
BLEM
AN
ALYS
IS
DEVELOPMENT PROCESSS
When qualitative approach?
• The purpose of the research is to understand the phenomena in its’ authentic context.
• Phenomena is difficult to ’reach’ by using quantitative methods.
Qualitative research process
• Recognizing the need for the research• Setting research questions• Collecting relevant data• Interprating the data• Forming theoretical framework
– Specification of research questions• Writing findings and conclusions
Research desing
Cycle 2 Cycle 4Cycle 3Cycle 1
LEARNING DIARIES
LEARNING CONTEXT REPORTS
THEMATIC INTERVIEW
PUPILS
TEACHERS
Aims of the study
Aim of the stydy is to increase understanding about
1) The occurrence of self-reguled learning and
2) promotion of self-reguled learning during the UBIKO-project during the school year 2012-2013.
Research questions
1. How does SRL accours among 4-5 graders?a. What kind of learning strategies do pupils use
during their study?b. What kind of changes appear in the occurance of
SrL among strategically high and low pupils?
2. How can pupils SRL be promoted?a. How did learning context supported the occurance
of SRL?b. How do teachers conceptualize the promotion of
SRL?
Qualitative research process
• Recognizing the need for the research• Setting research questions• Collecting relevant data• Interprating the data• Forming theoretical framework
– Specification of research questions• Writing findings and conclusions
Target group
• Pupils (N = 90)
• Teachers (N = 6)
Class Age Boys Girls Total
4 10-11 23 24 475 11-12 25 18 43
48 42 90
N Age Experience Years in OUTTS
Men/Female
6 57 33 27 3/3
Different methods
– Interview– Video data – Diaries – Observation– Questionnaire
DATA COLLECTION
TEACHERS
PUPILS
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MSL
Q 5
/201
2
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repo
rt
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Them
atic
inte
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w
Diaries – Process dataWeekly diary (Google form/paper/Edmodo)1. List two to three things you learned this week.2. When could you decide what to study? Or did you always study the same things as everyone else?3. What kind of things did you WANT to learn this week? 4. Why did you want to learn these things?5. How did you help yourself learn?
Periodic diary(Paper and pen)1. How do you feel when you understand something new?
* Describe in your own words why you think you feel that way. * Give an example.
2. Describe how you work when you learn well the things you must study.
* What is going on inside you at that time? * What kind of things are related to understanding something?* How were you working at such a time?* Where and when were you working at such a time? * Why were you working that way?
3. How do you feel when you have difficulties and you don’t understand something?
* What could you do at that time?* How could you help yourself? * Give an example.
4. What makes me complete my schoolwork properly? (UBIKO 2, 3 and 4)* Draw a picture of yourself in the middle of the paper and list things that make you complete your schoolwork properly around it.
Data - pupils
• MSLQ – pretest
• DiariesU B IK O -sess ion D ia r ies
W eek ly d ia r ies
f = 2 4 0
f = 1 7 9
f = 3 4 9
f = 2 4 3
f = 1 0 1 1
P er iod ic d ia r ies
f = 9 5
f = 9 7
f = 9 2
f = 9 6
f = 3 8 0
U B IK O 1
U B IK O 2
U B IK O 3
U B IK O 4
Qualitative research process
• Recognizing the need for the research• Setting research questions• Collecting relevant data• Interprating the data• Forming theoretical framework
– Specification of research questions• Writing findings and conclusions
RG1
• Step 1– Weekly diaries– Theory quided content specification ->Coding in Nvivo
• Step 2 MSLQ – Learning profiles– 50 (81) items
• Learning strategies 9 components• (Motivation 8 components)
– 10 high – 10 low • Possibility to comare with process data
• Periodic diaries– Content analysis
Weekly diaries
Periodic diary
Question Analysis
1 Awareness/orientation2 Choice3 Interest4 Explanation of interest5 Strategy use
Question Analysis
1 -
2 Strategy use/belief to self
3 Strategy use
4 Intrinsc/extrinsic motivation
Q1 Q5…………………..
Pupils’ weekly diaries
• Content spesification
• Nvivo 10• Theory driven
(deductive)– Pintrich
• Kvantification
PHASE 4Reaction,reflection
PHASE 1Forethought, planning, activation
PHASE 2Monitoring
PHASE 3Control
COGNITION
BEHAVIOUR MOTIVATION
AND EMOTIONS
CONTEXT
SRL
A : Kognition säätely by HK
B : Kontekstin säätely by HK
C : Käyttäytymisen säätely by HK
D : Motivaation säätely by HK
0
10
20
30
40
50
60
70
21
1
37
6
50
8
61
2
1 : MSLQ heikot2 : MSLQ vahvat
Pää- ja alaluokat Oman oppimisen ohjaaminen
Muiden ohjaama oppiminen
Tehtävän suorittaminen
Työtavan nimeäminen
f = 148
14%
f = 96
f = 52
f = 148
65%
35%
Itsesäätöinen oppiminen
Kognition säätely
kontekstin säätely
Käyttäytymisen säätely
Motivaation säätely
f = 880 86%
f = 256
f = 34
f = 560
f = 30
f = 880
29%
4%
64%
3%
f = 1028 100%
Low High
Data - TeachersPeriodic reports UBIKO 1 UBIKO 2 UBIKO 3 UBIKO 4 Totalclass 1 1 1 1 1 4class 2 1 1 1 1 4class 3 1 1 1 1 4class 4 1 1 1 1 4class 5 1 1 1 1 4class 6 1 1 1 1 4
24Thematic interviews Time Words A4 PagesTeacher 1 0:37:14 5173 9Teacher 2 1:20:18 11197 18Teacher 3 0:47:50 6693 12Teacher 4 1:20:24 8291 15Teacher 5 0:48:53 5303 10Teacher 6 0:50:49 5644 12
Total: 5:45:28 42301 76
RQ 2 a. How did learning context supported the occurance of SRL?
• Periodic reports– Context analysis
• Questions to data (Goodyear & Dimitriadis, 2013)1. What have pupils done?2. How teacher has promoted SRL3. What teacher would do differently?
-> Description of learning context
Goodyear, P., & Dimitriadis, Y. (2013). In medias res: Reframing design for learning. Research in Learning Technology, 21, 1–15. doi:10.3402/rlt.v21i0.19909
e.g. Interest
lowHigh
Does context offer any explanation for these differences?
• The main task of the interview is to understand the meaning of what the interviewees say.
• Interviews are useful for getting the story behind participant’s experiences.
• In-depth information about the topic.
• Follow-up/ additional data (e.g. questionnaires)
RQ 2 b. How do teachers conceptualize the promotion of SRL?
• Thematic interview• In the middle of the process• Something like
Reading, reading . Reading
Cleaning the data
Meaningful units
Rephrasing
Categorizin
g?
combining of
meanings?
Network of
meanings?
27
Analyzing qualitative data
• Creswell (1998): not any ’ready made’ procedure, it has to be self construct based on what the others have developed and applied.
• Analysis – = reading, organizing, understandin…– = reducing– = dialogue with theory, data and one’s own thinking.
• Aim of the research analysis method• Analysis methods are always resercher’s
choises justify!
