27 SES 10 A, Observing Trajectories and Dynamics of Self-regulated Learning
Predominantly, research on self-regulated learning is focussing on the competences which learners need in order to succeed in their learning efforts and on how the development of these competences can be fostered. Investigations referring to this question rely on self reports of the learners by questionnaires or interviews (Veenman 2011) on the one hand and on measurements of the learning outcome on the other hand. The processes of self-regulated learning and what happens while they are unfolding from one moment to the other remain a black box within this research paradigm.
There is, however, an increasing interest on researching self-regulated learning in situ „as it occurs in real contexts and real time“ (Perry 2000). The first studies within this approach aimed for taking „snapshots of students’ actions embedded in a larger, longer series of situations that unfold over time.“ (Perry et.al. 2002). Only certain aspects of the learning process were highlighted and picked out for further scrutiny. Studies focused, for instance, on teacher activities fostering self-regulated learning (Perry et.al. 2002), on interpersonal relationships (DeGroot 2002), or on forms of student's participating in explanations (Kumpulainen/Vasama/Kangassalo 2003).
Recently the focus of studies widened, however, from observing only single moments of the learning process to tracing whole trajectories of learning in their temporal progression in order to learn more about the dynamics in which they are unfolding (Perry/Wine 2006, Aufschnaiter/Rogge 2010, Faizal et al. 2010).
In the research workshop we will review these newest approaches including those developed by ourselves (Dinkelaker 2010a, b, Maier/Wrana 2008, Maier/Ryter/Wrana forthcoming; Wrana 2011). Based on a video sequence documenting a trajectory of learning activities we will discuss the different ways in which learning is conceptualised within these studies and we will question the decisions about the „units of research“ (Säljö 2009) founding their observational strategies.
Aufschnaiter, C. von & Rogge, C. (2010). Wie lassen sich Verläufe der Entwicklung von Kompetenz modellieren? How can the development of competences be described? Zeitschrift für Didaktik der Naturwissenschaften, 16, 95-114. DeGroot, E. V. (2002). Learning through interviewing: Students and teachers talk about learning and schooling. Educational Psychologist, 37, 47–58. Dinkelaker, J. (2010): Simultane Sequenzialität. In: Corsten, M.; Krug, M. & Friedrich, M. (eds): Videographie praktizieren. Wiesbaden: VS, S. 91-117. Faizal, M.; Abdullah, N. L. & Iannone, P. (2010). Analysis of classroom interaction from the combined view of self-regulating strategies and discourse analysis: What can we learn? In: Jouberts, P. & Andrews, M. (eds.). Proceedings of the British Congress for Mathematics Education April 2010. Kumpulainen, K.; Vasama, S. & Kangassalo, M. (2003). The intertextuality of children's explanations in a technology-enriched early years science classroom. In: International Journal of Educational Research, 39(8), 793-805. Maier Reinhard, C. & Wrana, D. (2009) (eds). Autonomie und Struktur in Selbtlernarchitekturen. Empirische Untersuchungen zur Dynamik von Selbstlernprozessen. Opladen: Budrich. Maier Reinhard, C.; Ryter Krebs, B. & Wrana, D. (forthcoming). Lesarten im Professionalisierungsprozess. In: Wrana, D. & Maier Reinhard, C. (eds). Professionalisierung in Lernberatungsgesprächen. Theoretische Grundlegungen und Empirische Untersuchungen. Opladen: Budrich. Perry, N. E. (2002). Introduction : Using Qualitative Methods to Enrich Understandings of Self-Regulated Learning. Advances, 37(1), 1-3. Perry, N. E., et al (2002). Investigating student-teacher interactions that foster self-regulated learning. Educational Psychologist, 37, 15–25 Perry, N. E. & Winne, P. H. (2006). Learning from learning kits: Study traces of student self-regulated engagements using software. Psychology of Education Review, 18, 211-228 Säljö, R. (2009). Learning, Theories of Learning, and Units of Analysis in Research. Educational Psychologist, 44(3), 202-208. Veenman, M. V. J. (2011). Alternative Assessment of Strategy Use with Self-report Instruments: A discussion. Metacognition and Learning, 6(2). Wrana, D. (2011): Den Diskurs lernen – Lesarten bilden. Die Differenz von Produktion und Konsumption in diskursiven Praktiken. In: Keller, R. et al.; (eds.): Diskurs Macht Subjekt. Wiesbaden: VS, S. 229-245.
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