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Scaffolding self-regulated learning through student-generated quizzes:

Published on Oct 12, 2017in Active Learning in Higher Education 2.29
· DOI :10.1177/1469787417735610
Jennifer A. Jones2
Estimated H-index: 2
Self-regulated learning assumes learners are active agents who can establish and make progress toward learning goals. Classroom activities can facilitate the emergence of self-regulated learning. One strategy to encourage self-regulated learning is to ask students to develop questions for a quiz or examination. The process of developing questions scaffolds higher-order thinking. Rather than just memorize or apply the material, students must think about how to evaluate their knowledge of the material. The purpose of this study was to identify students’ perceptions about the experience of developing questions for a quiz or examination. Three separate and slightly different quiz-building activities were conducted in a large undergraduate classroom. A follow-up student perception survey indicates that students (a) found this activity valuable for learning, (b) were concerned about the quality of questions produced, and (c) preferred team-based activities over individual activities. This article suggests ways ...
  • References (26)
  • Citations (2)
Simon Bates25
Estimated H-index: 25
(UBC: University of British Columbia),
Ross K. Galloway9
Estimated H-index: 9
(Edin.: University of Edinburgh)
+ 1 AuthorsDanny Homer1
Estimated H-index: 1
(Edin.: University of Edinburgh)
We present results from a study that categorizes and assesses the quality of questions and explanations authored by students, in question repositories produced as part of the summative assessment in introductory physics courses over the past two years. Mapping question quality onto the levels in the cognitive domain of Bloom’s taxonomy, we nd that students produce questions of high quality. More than three-quarters of questions fall into categories beyond simple recall, in contrast to similar st...
Published on Dec 1, 2013in BMC Medical Education 1.87
Alexander Jobs1
Estimated H-index: 1
Christoph Twesten3
Estimated H-index: 3
+ 3 AuthorsGunther Weitz11
Estimated H-index: 11
(University of Lübeck)
Background Writing exam questions can be a valuable learning tool. We asked students to construct multiple choice questions for curricular exams in Internal Medicine. The questions for the particular exams were chosen from a pool of at least 300 student-written questions. The uncorrected pool was accessible to all students. We studied the influence of this approach on the students’ learning habits and their test results. We hypothesized that creating a pool of their own questions for the exams c...
Published on Jul 1, 2013in Active Learning in Higher Education 2.29
Candice Stefanou6
Estimated H-index: 6
(Bucknell University),
Jonathan Stolk8
Estimated H-index: 8
(Franklin W. Olin College of Engineering)
+ 2 AuthorsSusan M. Lord18
Estimated H-index: 18
(USD: University of San Diego)
Investigations of the relationships between contexts in which learning occurs and students’ behaviours, cognitions and motivations may further our understanding of how instruction is related to students’ development as self-regulated learners. In this study, student self-regulated learning strategies in problem-based learning and project-based learning environments were examined to determine whether student self-regulation outcomes differed depending on the instructional design. Quantitative res...
Published on Mar 1, 2013in Active Learning in Higher Education 2.29
Natalie M. Warburton9
Estimated H-index: 9
(Murdoch University),
Simone Volet34
Estimated H-index: 34
(Murdoch University)
This article presents the findings of an empirical study that examined the learning value of a novel group assessment activity aimed at promoting first-year students 19 development of basic self-directed learning skills required for university study. A content quiz group learning assignment was designed to enhance students 19 capacity to ask appropriate questions to guide their enquiry, identify appropriate resources and tools, and draw links between different learning resources, all skills embe...
Published on Sep 1, 2012
Alfred P. Rovai30
Estimated H-index: 30
Jason D. Baker13
Estimated H-index: 13
Michael K. Ponton18
Estimated H-index: 18
This book integrates social science research methods and the descriptions of 46 univariate, bivariate, and multivariate tests to include a description of the purpose, assumptions, example research question and hypothesis, SPSS procedure, and interpretation of SPSS output for each test. Included throughout the book are various sidebars highlighting key points, images and SPSS screenshots to assist understanding the material presented, self-test reviews at the end of each chapter, a decision tree ...
Published on Mar 1, 2010in Active Learning in Higher Education 2.29
Helen Pokorny4
Estimated H-index: 4
(University of Westminster),
Pamela Pickford1
Estimated H-index: 1
(London Metropolitan University)
This article discusses issues relating to the effectiveness of feedback and the student perspective. The study described provides rich data relating to student perceptions of useful feedback, their perceptions of feedback cues and their feelings about the importance of feedback relationships in the process. The outcomes suggest that written feedback is often not the most effective tool for helping students to improve their learning. The students in this study had much broader perceptions of usef...
Published on Mar 5, 2009
Johnny Saldaña16
Estimated H-index: 16
(ASU: Arizona State University)
PART ONE: AN INTRODUCTION TO CODES AND CODING Purposes of the Manual What is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method PART TWO: WRITING ANALYTIC MEMOS What is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Analytic Memos on Visual Data PART THREE: FIRST CYCLE CODING METHODS The Coding Cycles Selecting the App...
Published on Jun 1, 2007
Monique Boekaerts35
Estimated H-index: 35
(LEI: Leiden University)
A clear conceptualization of the way that children and adolescents steer and direct their own learning, motivation, and effort is essential for anybody who is involved in helping children to acquire the many skills that our society deems important. This chapter will provide the reader with a selective overview of work on self-regulation in the classroom. Information specific to an understanding of the issues involved in studying engagement, persistence, and disengagement in the classroom and for...
Published on Jan 1, 2007in Journal of Educational Psychology 5.18
Ian M. Taylor14
Estimated H-index: 14
(University of Birmingham),
Nikos Ntoumanis54
Estimated H-index: 54
(University of Birmingham)
Physical education teachers can influence students' self-determination through the motivational strategies they use. In this study, the authors examined the relationship between teachers' perceptions of class average self-determination, the teachers' self-determination, and their reported use of 3 motivational strategies: autonomy support, structure, and involvement. They examined the relationship between the 3 motivational strategies, students' perceptions of psychological need satisfaction, an...
Published on Jan 1, 2007in Journal of Educational Psychology 5.18
Catherine F. Ratelle25
Estimated H-index: 25
(Laval University),
Frédéric Guay34
Estimated H-index: 34
(Laval University)
+ 2 AuthorsCaroline Senécal23
Estimated H-index: 23
(Laval University)
The authors investigated students' profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation but low levels of amotivation, and (c) students with...
Cited By2
Published on Jul 13, 2019in International Review of Education
Thomas Howard Morris (TUK: Kaiserslautern University of Technology)
Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of...
Published on May 1, 2019in Adult learning
Thomas Howard Morris (TUK: Kaiserslautern University of Technology)
Fostering adult learners’ competence to adapt appropriately to our ever-changing world is a primary concern of adult education. The purpose of the present article is novel and examines whether the ...