PLANNING AND ENABLING LEARNING

Planning And Enabling Learning



Planning and enabling learning

Introduction

Current theories of learning highlight situational nature and social processes of learning. Considering practices of learning, the changes undergone in learning theoretical understanding have inspired several, often technology-supported pedagogical applications, such as computer-supported collaborative learning (CSCL). Furthermore, these applications are often coupled with inquiry - or problem-based pedagogies, which are evidenced to be effective in terms of learning outcomes. In general, problem- and inquiry-based approaches emphasize students' own activity and aim to enhance social interaction among learners by creating frameworks for collaboration.

Furthermore, when these types of activities are carried out in technology-rich learning environments, it is evident that learners are confronted with cognitive, motivational, collaborative and emotional possibilities and challenges. They have to, for instance, decide an overall goal for their learning, how to proceed with their learning task or choose what strategies to apply in different phases of the learning process. Hence, students have an evident need to manage and control their effort.

Answer 4)

There are several models of self-regulated learning. Basically, they all include at least three areas in which self-regulatory activities occur: cognition, motivation and behaviour. Strategies function mainly in the area of cognition, but interact with other areas of regulation, such as learning goals.

According to Paris et al. (2001), strategies are deliberate cognitive actions performed to attain particular learning goals. Pintrich (2000a) has presented a sequenced framework of the phases of self-regulated learning. In this model, the cognitive area of self-regulation begins with cognitive goal setting, prior knowledge activation and planning, continues with metacognitive activities and cognitive regulation and finishes with final cognitive judgements and attributions.

The cognitive regulation phase includes actual cognitive strategies that can range from mental strategies, such as action plans and construction of mental models, to more specific strategies that some researchers call cognitive tactics (cf. Winne 1995). Research on cognitive strategies has demonstrated that strategies range from task-specific strategies, for example, in reading, writing and problem solving, to general heuristics.

There is an agreement among researchers that frequent and deliberate use of learning strategies is related to academic achievement. Previous studies have shown that a selection of appropriate cognitive strategies can empower learning. Strategic learners are aware of different types of strategies, themselves as learners, task qualifications, their prior content knowledge, possible contexts where knowledge could be useful and they also engage in metacognitive activities during learning.

There is evidence that certain strategies are more likely to generate learning by supporting creation of understanding (Chi et al. 1989; Rosenshine & Meister 1992). These strategies are often referred to as deep-processing strategies. They include strategic processes such as explaining, reasoning, organizing, summarizing and elaborating.

Another class of strategies is surface-processing strategies, which include, for example, memorization and rehearsal strategies (Weinstein & Meyer 1986). There is evidence that strategies are invoked according to the learning task demands. Also, if the nature of an activity inherently requires students to use cognitive strategies, they are more likely to engage in cognitive regulation by applying ...