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Measuring Self-Regulation in Computer-Based Learning Environments
ARTICLE

Educational Psychologist Volume 45, Number 4, ISSN 0046-1520

Abstract

I provide a summary of the four invited articles in this special issue and compare and contrast different methods for measuring self-regulation in computer-based learning environments (CBLEs). I present a taxonomy that distinguishes between offline and online measures and further distinguishes subcategories within each of these categories. I discuss four measurement challenges, including orchestrating a repertoire of automated assessments to capture these ongoing activities, developing scoring rubrics and scoring criteria, interpreting assessments, and aligning multiple outcome measures. I also discuss how measures of self-regulated learning in CBLEs can be used to assess important cognitive processes such as planning, strategy use, monitoring, and increased learning. I conclude with several suggestions for measurement practices that enhance and further strengthen the validity of research conclusions. (Contains 1 table and 1 figure.)

Citation

Schraw, G. (2010). Measuring Self-Regulation in Computer-Based Learning Environments. Educational Psychologist, 45(4), 258-266. Retrieved March 21, 2019 from .

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Cited By

  1. The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

    Eva Bures, Alexandra Barclay, Philip Abrami & Elizabeth Meyer

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 39, No. 4 (Dec 21, 2013)

  2. Self-Regulation: Broad Scene and Close-Up Views in an Online Class

    Kun Huang & Sang Joon Lee, Mississippi State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 874–879

  3. The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

    Eva Bures, Bishop's University; Alexandra Barclay, Philip Abrami & Elizabeth Meyer

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 39, No. 4 (Dec 21, 2013)

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