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What Can Off- and Online Measures Tell about Students’ Self-Regulation and Their Achievement While Learning Science Expository Hypertext

Author

Listed:
  • Alenka Kavčič

    (Faculty of Computer and Information Science, University of Ljubljana, Večna Pot 113, SI-1000 Ljubljana, Slovenia)

  • Anja Podlesek

    (Faculty of Arts, University of Ljubljana, Aškerčeva 2, SI-1000 Ljubljana, Slovenia)

  • Luka Komidar

    (Faculty of Arts, University of Ljubljana, Aškerčeva 2, SI-1000 Ljubljana, Slovenia)

  • Aleš Hladnik

    (Faculty of Natural Sciences and Engineering, University of Ljubljana, Snežniška 5, SI-1000 Ljubljana, Slovenia)

  • Bojana Boh Podgornik

    (Faculty of Natural Sciences and Engineering, University of Ljubljana, Snežniška 5, SI-1000 Ljubljana, Slovenia)

  • Ciril Bohak

    (Faculty of Computer and Information Science, University of Ljubljana, Večna Pot 113, SI-1000 Ljubljana, Slovenia)

  • Katja Depolli Steiner

    (Faculty of Arts, University of Ljubljana, Aškerčeva 2, SI-1000 Ljubljana, Slovenia)

  • Alenka Gril

    (Centre for the Examination of Cognition and Learning, Educational Research Institute, Gerbičeva 62, SI-1000 Ljubljana, Slovenia)

  • Žiga Lesar

    (Faculty of Computer and Information Science, University of Ljubljana, Večna Pot 113, SI-1000 Ljubljana, Slovenia)

  • Matija Marolt

    (Faculty of Computer and Information Science, University of Ljubljana, Večna Pot 113, SI-1000 Ljubljana, Slovenia)

  • Sonja Pečjak

    (Faculty of Arts, University of Ljubljana, Aškerčeva 2, SI-1000 Ljubljana, Slovenia)

  • Matevž Pesek

    (Faculty of Computer and Information Science, University of Ljubljana, Večna Pot 113, SI-1000 Ljubljana, Slovenia)

  • Tina Pirc

    (Faculty of Arts, University of Ljubljana, Aškerčeva 2, SI-1000 Ljubljana, Slovenia)

  • Melita Puklek Levpušček

    (Faculty of Arts, University of Ljubljana, Aškerčeva 2, SI-1000 Ljubljana, Slovenia)

  • Cirila Peklaj

    (Faculty of Arts, University of Ljubljana, Aškerčeva 2, SI-1000 Ljubljana, Slovenia)

Abstract

Self-regulated learning (SRL) plays an important role in successful learning with hypertexts. The use of appropriate SRL strategies helps students acquire new knowledge more efficiently. We investigated the use of SRL strategies in individual learning from expository science hypertext, the correlations between different measures of self-regulation, and the differences in SRL between more and less successful students. A sample of 443 ninth graders from 15 different schools participated in the study. A variety of off- and online measures were used to measure SRL. Data were collected from student traces, questionnaires, tests scores, and notes. Low correlations between the off- and online measures of SRL suggest that they measure different aspects of SRL use in learning digital science texts. Student achievement in science positively correlated with their use of SRL strategies. Students with higher knowledge gains reported the higher use of deep cognitive strategies, higher motivation for learning, and used a higher number of strategies in note-taking while learning. The results of this study may have practical implications for teachers to support student SRL and for developers of digital learning materials to incorporate SRL scaffolding into learning topics.

Suggested Citation

  • Alenka Kavčič & Anja Podlesek & Luka Komidar & Aleš Hladnik & Bojana Boh Podgornik & Ciril Bohak & Katja Depolli Steiner & Alenka Gril & Žiga Lesar & Matija Marolt & Sonja Pečjak & Matevž Pesek & Tina, 2022. "What Can Off- and Online Measures Tell about Students’ Self-Regulation and Their Achievement While Learning Science Expository Hypertext," Sustainability, MDPI, vol. 14(9), pages 1-19, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:5686-:d:811075
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