Oenardi Lawanto

High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules

The purpose of this research was to investigate high school students’ computer self-efficacy (CSE) and learning behavior in a selfregulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. Two research questions guided this research: (1) how is students’ CSE while engaged in interactive learning modules? and (2) how do high and low CSE groups plan and monitor their cognitive action, and regulate their monitoring strategies based on their CSE level? The research used a mixedmethods approach to answer the research questions. This study utilized a SRL framework that covered self-efficacy, cognitive actions, and metacognitive components. While self-efficacy was represented by CSE, metacognitive component was represented by planning, monitoring, and regulating strategies. Cognitive actions represent contextual activities while using interactive learning modules. One hundred students from two high schools, InTech Collegiate and Logan High Schools, completed activities in this study. Each student worked on three modules, namely Boolean Logic, Minimum Spanning Tree, and Modeling Using Graphs. Three different forms of data were gathered for analysis. These data included questionnaires, screen captured videos, and audio recordings of interviews. The findings of this study revealed that the students achieved the highest average score on beginning skills compared to advanced skills and file and software skills for their CSE. Furthermore, screen-captured video analysis showed that there were different profiles of cognitive actions and metacognitive strategies between high and low CSE groups in terms of the strategy changes and duration of their strategies. Issues gathered from interview analysis between these two groups were also elaborated.

General Versus Specific Intellectual Competencies

One major goal of education is to provide students with the knowledge and skills that will prepare them to be productive citizens and enable them to make informed decisions about work, family and societal issues. It is commonly believed that what we learn in school will be applied at appropriate times later in life. Unfortunately, research on transfer of learning raises doubts about the effectiveness of education to create transferable knowledge and skills.

Self-Regulated Learning Skills and Online Activities between Higher and Lower Performers on a Web-Intensive Undergraduate Engineering Course.

The objective of this study was to evaluate students’ self-regulated learning (SRL) skills used in a Web-intensive learning environment. The research question guiding the study was: How did the use of student SRL skills and student engagement in online activities compare between higherand lower-performing students participating in a Web-intensive engineering course? Specific focus was given to exploring how higherand lower-performing students’ forethought, performance control, and self-reflection as well as how their online activities differed. In this study, a Web-intensive course was defined as a unique online learning environment where lectures are broadcasted through Web conferencing software while students participate in the lectures from a computer laboratory, facilitated by teaching assistants. Fifty-seven valid data sets were analyzed from questionnaire, data logs provided by a learning management system, ranking questions, and project performance. The findings suggest that higher performers outperformed lower performers significantly on goal setting. On the other hand, lower performers reported a significant higher score on task strategies than their higher-performing peers. Regarding students’ online activities, higher performers accessed all course materials Self-Regulated Learning Skills on a Web-Intensive Engineering Course 2 significantly more frequently than lower performers. Furthermore, when evaluating the promptness of assignment submission, the results found the higher performers showed that they were significantly more prompt than lower performers in submitting their assignments. This article also outlines suggestions for further research in the Web-intensive course.

Students’ Task Interpretation and Conceptual Understanding in an Electronics Laboratory

Task interpretation is a critical first step for students in the process of self-regulated learning, and a key determinant when they set goals in their learning and select strategies in assigned work. This paper focuses on the explicit and implicit aspects of task interpretation based on Hadwin’s model. Laboratory activities improve students’ conceptual understanding, as they utilize cognitive ability to integrate the new experiences these provide. The purpose of this paper is to investigate how students’ interpretation of a task assigned during laboratory work may change during the task process, and how this relates to their conceptual understanding. A total of 143 students enrolled in an electronics course participated in this paper. Instruments to measure task interpretation and conceptual understanding were created, piloted, and applied before and after selected laboratory activities over the semester. Findings suggest that while students’ task interpretation changes during the task process, increasing after the completion of the laboratory activity levels of task interpretation are low. Previous research findings—that students generally have an incomplete understanding of the assigned tasks and struggle to establish a connection between laboratory activities and the theory—were confirmed. Lastly, this paper reports a significant relationship between students’ task interpretation and their conceptual understanding in laboratory work. Further investigation is necessary to unveil other factors related to these constructs in order to engage students in laboratory work.

Work in progress — Promoting metacognitive knowledge and shared note-taking to learn electric circuit concepts through enhanced guided notes

This work in progress involves a design-based research process to develop new instructional materials and strategies for use in an electric circuit course by students who are not electrical engineering majors. These materials and strategies are designed to replace traditional note-taking practices or standard guided notes used in most engineering courses and stimulate students to actively engage in meaningful learning activities. The enhanced guided notes (EGN) developed by this study include two additional components that are not present in the standard guided notes. First, the EGN will include questions that prompt students to assess their metacognitive knowledge. Second, the EGN will be further enhanced through the inclusion of outside class activities. This requires students to share notes made during lectures with their friends by using a tablet format computer and an online uploading document mechanism. Six research questions were constructed to guide this study. The impact of the treatments will be assessed using a combination of quantitative and qualitative methods.