Teaching students self-assessment and task-selection skills with video-based modeling examples

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task, and to select an appropriate new learning task in response to that self-assessment. This study investigated the use of video-based modeling examples to teach selfassessment and task-selection skills. Students in both the experimental and control condition observed the model performing a problem solving task; students in the experimental condition additionally observed the model engaging in self-assessment and task selection. Results show that students in both conditions acquired problem-solving skills from the examples, as indicated by a substantial pretest to posttest knowledge gain. Moreover, students in the experimental condition also acquired self-assessment and task-selection skills from the examples: they demonstrated higher self-assessment and task-selection accuracy on the posttest than students in the control condition.

[1]  John Sweller,et al.  The worked-example effect using ill-defined problems: Learning to recognise designers' styles , 2009 .

[2]  Daniel L. Schwartz,et al.  Rethinking transfer: A simple proposal with multiple implica-tions , 1999 .

[3]  Kerri L. Johnson,et al.  Why People Fail to Recognize Their Own Incompetence , 2003 .

[4]  F. Paas.  Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. , 1992 .

[5]  Fred Paas,et al.  Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training , 2004 .

[6]  D. Schunk.  Modeling and attributional effects on children's achievement: A self-efficacy analysis. , 1981 .

[7]  Fred Paas,et al.  Observational learning from animated models: Effects of modality and reflection on transfer , 2009 .

[8]  Fred Paas,et al.  Effects of Process-Oriented Worked Examples on Troubleshooting Transfer Performance , 2006 .

[9]  M. Braaksma,et al.  Observational learning and the effects of model-observer similarity. , 2002 .

[10]  Jacob Cohen.  Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[11]  Fred Paas,et al.  Dynamic problem selection in air traffic control training: a comparison between performance, mental effort and mental efficiency , 2001, Comput. Hum. Behav..

[12]  J. Sweller,et al.  Effects of schema acquisition and rule automation on mathematical problem-solving transfer. , 1987 .

[13]  Slava Kalyuga.  Assessment of learners' organised knowledge structures in adaptive learning environments , 2006 .

[14]  Robert A. Bjork,et al.  Assessing our own competence: Heuristics and illusions. , 1999 .

[15]  Fred Paas,et al.  Reflection prompts and tutor feedback in a web-based learning environment: effects on students' self-regulated learning competence , 2004, Comput. Hum. Behav..

[16]  S. Derry,et al.  Learning from Examples: Instructional Principles from the Worked Examples Research , 2000 .

[17]  R. Azevedo,et al.  Does training on self-regulated learning facilitate students' learning with hypermedia? , 2004 .

[18]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[19]  T. Gog,et al.  Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives , 2010 .

[20]  Alexander Renkl,et al.  Finding and fixing errors in worked examples: Can this foster learning outcomes? ☆ , 2007 .

[21]  Fred Paas,et al.  Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners , 2010, Comput. Educ..

[22]  R. Atkinson.  Optimizing learning from examples using animated pedagogical agents. , 2002 .

[23]  Fred Paas,et al.  Effects of Concurrent Performance Monitoring on Cognitive Load as a Function of Task Complexity , 2009 .

[24]  B. Zimmerman,et al.  The Role of Observation and Emulation in the Development of Athletic Self-Regulation. , 2000 .

[25]  Daniel C. Moos,et al.  Self-regulated learning with hypermedia : The role of prior domain knowledge , 2008 .

[26]  Roger Azevedo,et al.  Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia? , 2005, AIED.

[27]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[28]  Herbert J. Walberg,et al.  Learner-Control Effects: A Review of Reviews and a Meta-Analysis , 1996 .

[29]  John R. Anderson,et al.  Rules of the Mind , 1993 .

[30]  Katharina Scheiter,et al.  Attention guidance during example study via the model's eye movements , 2009, Comput. Hum. Behav..

[31]  John R. Anderson,et al.  Cognitive Tutors: Lessons Learned , 1995 .

[32]  B. Zimmerman,et al.  Acquiring writing revision and self-regulatory skill through observation and emulation. , 2002 .

[33]  Kenneth R. Koedinger,et al.  When and how often should worked examples be given to students? New results and a summary of the current state of research , 2008 .

[34]  D. Schunk,et al.  Peer Models : Influence on Children's Self-Efficacy and Achievement , 1985 .

[35]  J. Merriënboer,et al.  Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement☆ , 2008 .

[36]  F. Paas,et al.  Variability of Worked Examples and Transfer of Geometrical Problem-Solving Skills: A Cognitive-Load Approach , 1994 .

[37]  J. Sweller,et al.  The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra , 1985 .