Azevedo, R., Moos, D. C., Green, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?. Educational Technology Research and Development, 56(1), 45-72.
Introduction
Azevedo, Moos, Greene, Winters, and Cromley have conducted many studies exploring students’ self-regulatory strategies while using hypermedia environments to learn about complex science topics. Because the effectiveness of hypermedia as a learning tool is often compromised when students ineffectively regulate their learning, previous research examined undergraduate students’ application of strategies for Self-Regulated Learning (SRL) within a hypermedia environment. In this study (Azevedo et al., 2008), the authors considered learning characteristics of a younger age group, and how learning and self-regulatory behaviors are influenced by external facilitation in the form of a tutor. The study has immediate relevance to the application of Self-Regulated Learning Strategy Instruction in classroom or tutoring situations, and concludes with guidelines for the design of instructional approaches for facilitating students’ self-regulatory practices.
The purpose of this study was to compare the effectiveness of SRL and Externally-Facilitated Self-Regulated Learning (ERL) on adolescents’ learning with hypermedia. The circulatory system was chosen for the learning task because the researchers employed the same tools and materials to measure similar learning outcomes in previous studies (Azevedo & Cromley, 2004, Azevedo, et al. 2005, and Azevedo, Guthrie, & Seibert, 2004, among others). Azevedo, et al. asked the following research questions in this study:
1. Do different scaffolding conditions influence learners’ ability to shift to more sophisticated mental models of the circulatory system?
2. Do different scaffolding conditions lead learners to gain more declarative knowledge of the circulatory system?
3. How do different scaffolding conditions influence learners’ ability to regulate their learning? (p.49)
The effects of the experimental learning conditions were measured with pre- and post-tests, and recorded and coded student think-alouds.
Azevedo et al. use Winne’s model of SRL to guide their examination of SRL processes and their relationship to learning environment and learner characteristics. This model emphasizes analysis of the learning situation, setting of meaningful learning goals, selection of learning strategies, assessment of performance, and evaluation of understanding. The authors believe that scaffolding the application of SRL processes will guide students toward more effective learning behaviors and designed this study as part of a larger scheme to explore the potential of various scaffolding tactics.
Methods
Participants were 128 adolescents from 2 secondary schools (middle and high school) with average or little knowledge of the circulatory system, who were randomly assigned to ERL and SRL conditions. A commercial software application served as the hypermedia learning environment. Participants in both conditions were given an overall learning goal and a time limit. Participants in the ERL were also provided with access to a human tutor who used scripted prompts to provide scaffolding for self-regulatory processes. All participants were tested individually and asked to think aloud continuously while they learned.
Pre- and post-test mental models, collected in essay form, were assessed according to an extensive rubric and assigned a score for the purpose of analysis. Scores were also assigned for matching and labeling tasks and blood flow diagrams. The 85.3 hours of audio and video recorded think-alouds were transcribed and coded based on the same process developed by Azevedo and colleagues for previous SRL studies. Agreement between the two raters was established at .96 for mental model scoring and .98 for verbal protocols. Inconsistencies were resolved through discussion.
Results
A chi-square analysis of pre-test mental models revealed no difference between SRL and ERL groups. Post-test scores of mental models for the SRL condition changed very little compared to pre-test, but the mental models for the ERL condition showed substantial change (χ2=7.76, p =.02, Cramer’s V =.25).
For matching and labeling tasks, independent sample t tests found no significant differences between conditions at pretest. Matching task post-test revealed no significant differences between groups, but the ERL condition showed significantly greater improvement in the labeling task (t = −3.12, p < .05, η2 = .09). The flow diagram test showed results similar to the labeling task, with significantly greater improvement in the ERL condition (t = −2.85, p < .05, η2 = .06).
Verbal think-aloud protocols were analyzed in relationship to 33 SRL variables organized into the following categories: planning, monitoring, strategy use, handling task difficulty and demands, and interest. Raw counts of each participant’s SRL variables were converted to percentages representing the proportion of verbalizations that fit each variable, then compared to the median proportion for that variable. Chi-square analyses of variables revealed the following significant differences: In addition to seeking help from the tutor, participants in the ERL condition activated prior knowledge, and monitored their learning with feeling of knowing or judgment of learning, and monitoring progress towards goals more than participants in the SRL condition. Participants in the ERL condition also hypothesized, coordinated information sources, and used drawing, and mnemonics more than those in the SRL condition. Participants in the SRL condition relied on evaluating content, selecting new informational sources, re-reading, controlling the context, and time and effort planning more than participants in the ERL condition.
Results indicate significant overall differences between the SRL and ERL conditions in gains on the test of deep understanding, two of the three tests of declarative knowledge, and in the application of effective SRL strategies.
Discussion
The results of this study show that students can use hypermedia to learn about challenging science topics when prompted by a tutor to regulate their learning. The researchers’ hypotheses, related to the three research questions were all correct: ERL participants showed greater gains in mental models, declarative knowledge, and the use of effective SRL strategies. These findings are consistent with prior research conducted by the authors and others.
Limitations include participant age, prior knowledge classification, and the characteristics of the chosen hypermedia environment, which was designed for reference use, rather than as a teaching tool for meeting specific learning goals. The authors suggest that the addition of an animated blood flow diagram could make great strides toward student understanding of the “double loop” concept and thus contribute to higher scores on mental models.
