The project aims to identify what self-regulatory processes are needed for learning success in individual and collaborative learning. The main idea is to collect multichannel data and use process analysis methods that can elucidate markers of self-regulated learning success. Participants of the study are high school students joining to advanced physics course including both individual and collaborative learning. An integrated approach that draws on combining multichannel data is applied to capture how learners’ response to the learning challenges they confront. Process analysis methods that capture temporal patterns of regulated learning will be applied. The results of this study offer new insights into understanding the temporal dynamics of self-regulated learning theoretically and methodologically. It also provides practical ideas for the development of science learning activities in ways that foster students’ awareness of their regulated learning.
Viimeksi päivitetty: 17.8.2017