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Exploring the Effects of an Optional Learning Plan Tool in Technology-Enhanced Learning

Exploring the Effects of an Optional Learning Plan Tool in Technology-Enhanced Learning

Antje Proske, Susanne Narciss, Hermann Körndle
Copyright: © 2011 |Pages: 19
ISBN13: 9781616929015|ISBN10: 1616929014|EISBN13: 9781616929039
DOI: 10.4018/978-1-61692-901-5.ch019
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MLA

Proske, Antje, et al. "Exploring the Effects of an Optional Learning Plan Tool in Technology-Enhanced Learning." Fostering Self-Regulated Learning through ICT, edited by Giuliana Dettori and Donatella Persico, IGI Global, 2011, pp. 315-333. https://doi.org/10.4018/978-1-61692-901-5.ch019

APA

Proske, A., Narciss, S., & Körndle, H. (2011). Exploring the Effects of an Optional Learning Plan Tool in Technology-Enhanced Learning. In G. Dettori & D. Persico (Eds.), Fostering Self-Regulated Learning through ICT (pp. 315-333). IGI Global. https://doi.org/10.4018/978-1-61692-901-5.ch019

Chicago

Proske, Antje, Susanne Narciss, and Hermann Körndle. "Exploring the Effects of an Optional Learning Plan Tool in Technology-Enhanced Learning." In Fostering Self-Regulated Learning through ICT, edited by Giuliana Dettori and Donatella Persico, 315-333. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-901-5.ch019

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Abstract

Self-regulated learners deal with a complex interplay of forethought, performance, and self-reflection processes. This might be a reason why many students struggle with regulating their learning in a technology-enhanced learning environment (TELE). Although TELEs provide various tools supporting self-regulation, research indicates that learners seldom use the tools meaningfully. This contribution investigates whether the provision of an optional metacognitive tool (i.e. a tailored learning plan) affects tool use, learning activities, and posttest performance in the TELE “Studierplatz”. To this end, students were instructed to use a learning plan in order to reach a predetermined learning goal. Results show that only 20% of the students used the tool. Furthermore, no significant effects on posttest performance were found. However, learning plan tool use positively affected working on learning goal relevant sections. These results are discussed with respect to current research on tool use in self-regulated learning with TELEs.

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