Shyam Barr

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PREFACE

This blog discusses topics that exist between the fields cognitive psychology and leadership, teaching and learning. Although I make connections between research and personal experience (my attempt at bridging the age-old ‘theory-practice’ gap), I write for a general audience. It is as Mihaly Csikszenmihalyi stated in the preface of his book FLOW:

“To take this step is somewhat dangerous, because as soon as one strays from the stylised constraints of academic prose, it is easy to become careless or overly enthusiastic about such a topic” (p. xi)

To avoid carelessness, I will endeavour to include references to journal articles, books and alike (as commonly expected in academic writing), but not at the expense of accessibility and ease of reading. This will be a delicate balance and one I will endeavour to achieve.

To end, I chose the word ‘discusses’ in the first sentence of this preface, to highlight that although the blog articles themselves are very much a dialogue between myself and what I read, I encourage you to share your comments and questions, so that we may start a more authentic discussion. 

 
 

Enhancing Self-Regulated Learning: A Meta-Analysis of Tools for Monitoring

In the ever-evolving landscape of education, fostering self-regulated learning (SRL) is crucial for learners to adapt and thrive. One key aspect of SRL is self-monitoring, where students assess their learning progress and strategies. Various tools, such as learning journals, portfolios, and rubrics, have been developed to promote self-monitoring. But do these tools genuinely enhance learning outcomes? A recent meta-analysis by Dignath, Perels, and Fabriz (2023) sheds light on this question.

The Dignath, Perels, and Fabriz (2023) meta-analysis aimed to investigate the effectiveness of tools designed to foster monitoring on learning-related variables, including academic achievement, SRL, and motivation. The researchers gathered data from 32 intervention studies involving 3492 participants and analysed 109 effect sizes.

Key Findings:

  1. Reactivity Effect: The study revealed a moderate effect size (d = 0.42) on academic achievement, indicating that tools for monitoring positively impact learning outcomes.

  2. Limited Effects on SRL and Motivation: While academic achievement saw significant improvement, the effects on self-regulated learning (d = 0.19) and motivation (d = 0.17) were relatively low. This suggests that monitoring tools may have a more substantial influence on what students accomplish academically rather than how they regulate their learning or their motivation to do so.

  3. Tool Characteristics Matter: The study showed that the effectiveness of monitoring tools is influenced by their design and implementation. The most effective tools were those that:

    • Focused on monitoring both learning content and learning behavior.

    • Encouraged metacognitive monitoring (thinking about one's thinking).

    • Were implemented in shorter studies.

  4. Teacher Feedback Enhances Monitoring: Descriptively, the study found that interventions involving teacher feedback on self-monitoring entries and allowing learners to revise their work based on this feedback yielded higher effects. This highlights the importance of guidance and feedback in the self-monitoring process.

Implications:

This meta-analysis provides valuable insights into how tools for monitoring can enhance self-regulated learning. It suggests that educators and instructional designers should consider the following when implementing such tools:

  • Comprehensive Monitoring: Tools that address both content and behaviour monitoring tend to be more effective.

  • Metacognitive Emphasis: Encouraging students to think about their learning process can lead to better outcomes.

  • Timely Implementation: Shorter interventions may yield more significant results, possibly due to sustained learner engagement.

  • Guidance and Feedback: Teacher involvement, particularly through feedback and opportunities for revision, can significantly boost the impact of monitoring tools.

Fostering SRL through monitoring tools is a promising avenue for educators. However, it's essential to choose and implement these tools thoughtfully, taking into account their design, the focus on metacognition, and the role of teacher guidance. By doing so, we can empower learners to become more effective and motivated in managing their own educational journey in today's dynamic educational landscape.

To read the full research article, click here.

Found value in this review, then please share it with a fellow forward-thinking educator :)

Shyam Barr