Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Next article
Guest Editorial

Promoting Self-Regulated Learning Through Prompts

Published Online:June 25, 2009https://doi.org/10.1024/1010-0652.23.2.91

Abstract

Prompts are effective means for promoting self-regulated learning provided that learners show “only” a production deficiency. Prompts can be classified with respect to their content, the condition for their presentation, and their method. In sum, the studies presented in the special issue demonstrate that prompts are effective means if their content aims at activating cognitive strategies or both cognitive as well as metacognitive strategies. Additionally, all studies used the feed forward method to present prompts. However, the studies differ with respect to how the deal with the cyclic character of self-regulated learning and whether they use prompts as the only instructional method or as a supplement to other instructions.


Förderung selbstregulierten Lernens mittels Prompts

Prompts (engl. Anregungen) sind eine effektive Methode, um selbstreguliertes Lernen zu unterstützen, vorausgesetzt dass Lerner “nur” ein Produktionsdefizit aufweisen. Prompts können nach ihrem Inhalt, nach der Bedingung ihrer Präsentation oder nach ihrer Methode klassifiziert werden. Die Studien, die für dieses Themenheft zusammengestellt wurden, zeigen, dass Prompts eine effektive Methode darstellen, wenn sie kognitive oder sowohl kognitive als auch metakognitive Strategien zum Inhalt haben. Zudem zeigt sich, dass alle Studien Prompts mit der feed forward-Methode präsentieren. Die Studien unterscheiden sich jedoch zum einen in Bezug auf ihren Umgang mit dem zyklischen Charakter selbstregulierten Lernens. Zum anderen setzen einige Studien Prompts als einzige instruktionale Unterstützung ein, während andere Prompts als Ergänzung weiterer instruktionaler Unterstützungsmethoden nutzen.

References

  • Anderson, J.R. (1996). ACT. A simple theory of complex cognition. American Psychologist, 51, 355–365. First citation in articleGoogle Scholar

  • Artelt, C. , Baumert, J. , McElvany, N.J. , Peschar, J. (2003). Learner for life: Student approaches to learning. Results from PISA 2000. Paris: OECD. First citation in articleGoogle Scholar

  • Bannert, M. (2006). Effects of reflection prompts when learning with hypermedia. Journal of Educational Computing Research, 4, 359–375. First citation in articleCrossref, Google Scholar

  • Bannert, M. (2009). Promoting self-regulated learning through prompts: A discussion. Zeitschrift für Pädagogische Psychologie, 23, 139–145. First citation in articleLink, Google Scholar

  • Berthold, K. , Nückles, M. , Renkl, A. (2007). Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction, 17, 564–577. First citation in articleCrossref, Google Scholar

  • Chinn, C.A. , Malhotra, B.A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175–218. First citation in articleCrossref, Google Scholar

  • Davis, E.A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. The Journal of the Learning Sciences, 12, 91–142. First citation in articleCrossref, Google Scholar

  • Glogger, I. , Holzäpfel, L. , Schwonke, R. , Nückles, M. , Renkl, A. (2009). Activation of learning strategies in writing learning journals: The specificity of prompts matters. Zeitschrift für Pädagogische Psychologie, 23, 95–104. First citation in articleLink, Google Scholar

  • Koedinger, K.R. , Aleven, V.A.W.M.M. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19, 239–264. First citation in articleCrossref, Google Scholar

  • Leopold, C. , den Elzen-Rump, V. , Leutner, D. (2007). Self-regulated learning from science texts. In M. Prenzel (Ed.), Studies on the educational quality of schools. The final report on the DFG Priority Program (pp. 221–238). Münster: Waxmann. First citation in articleGoogle Scholar

  • Leutner, D. (1992). Adaptive Lehrsysteme. [Adaptive instructional systems]. Weinheim: Beltz. First citation in articleGoogle Scholar

  • Leutner, D. , Leopold, C. (2003). Selbstreguliertes Lernen als Selbstregulation von Lernstrategien. Ein Trainingsexperiment mit Berufstätigen zum Lernen von Sachtexten [Self-regulated learning as self-regulation of learning strategies. A training experiment with professionals on learning with expository texts]. Unterrichtswissenschaft, 31, 38–56. First citation in articleGoogle Scholar

  • Lin, X. , Lehman, J.D. (1999). Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching, 36, 837–858. First citation in articleCrossref, Google Scholar

  • Schmidt-Weigand, F. , Hänze, M. , Wodzinski, R. (2009). Complex problem solving and worked examples: The role of prompting strategic behavior and fading-in solution steps. Zeitschrift für Pädagogische Psychologie, 23, 129–138. First citation in articleLink, Google Scholar

  • Schreiber, B. (1998). Selbstreguliertes Lernen [Self-regulated learning]. Münster: Waxmann. First citation in articleGoogle Scholar

  • Thillmann, H. , Künsting, J. , Wirth, J. , Leutner, D. (2009). Is it merely a question of “what” to prompt or also “when” to prompt? The role of point of presentation time of prompts in self-regulated learning. Zeitschrift für Pädagogische Psychologie, 23, 105–115. First citation in articleLink, Google Scholar

  • Veenman, M.V.J. , Kerseboom, L. , Imthorn, C. (2000). Test anxiety and metacognitive skillfulness: Availability versus production deficiencies. Anxiety, Stress, and Coping, 13, 391–412. First citation in articleCrossref, Google Scholar

  • Weinstein, C.E. , Mayer, R.E. (1986). The teaching of learning strategies. In M.C. Wittrock (Ed.), Handbook of research on teaching (pp. 315–327). New York: Macmillan. First citation in articleGoogle Scholar

  • Wichmann, A. , Leutner, D. (2009). Inquiry learning: Multi-level support in terms of inquiry, explanations and regulation during an inquiry cycle. Zeitschrift für Pädagogische Psychologie, 23, 117–127. First citation in articleLink, Google Scholar

  • Wild, K.-P. , Schiefele, U. (1994). Lernstrategien im Studium. Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens [Learning strategies in studying: Results of factor structure and reliability of a new questionnaire]. Zeitschrift für Differenzielle und Diagnostische Psychologie, 15, 185–200. First citation in articleGoogle Scholar

  • Wirth, J. (2004). Selbstregulation von Lernprozessen [Self-regulation of learning processes]. Münster: Waxmann. First citation in articleGoogle Scholar

  • Wirth, J. , Leutner, D. (2006). Selbstregulation beim Lernen in interaktiven Lernumgebungen [Self-regulation when learning in interactive learning environments]. In H. Mandl, H.F. Friedrich (Eds.), Handbuch Lernstrategien [Handbook of Learning Strategies] (pp. 172–184). Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Wirth, J. , Leutner, D. (2008). Self-regulated learning as a competence. Implications of theoretical models for assessment methods. Zeitschrift für Psychologie / Journal of Psychology, 216, 102–110. First citation in articleLink, Google Scholar

  • Wirth, J. , Leutner, D. (2009). Adaptive prompts in computer-based inquiry learning environments. Manuscript submitted for publication. First citation in articleGoogle Scholar

  • Wirth, J. , Künsting, J. , Leutner, D. (2009). The impact of goal specificity and goal quality on learning outcome and cognitive load. Computers in Human Behavior, 25, 299–305. First citation in articleCrossref, Google Scholar