Learning patterns in ill-structured tasks are less strategic than in well-structured tasks, and on-track students apply learning strategies in later phases than off-track students¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Malmberg, Järvelä and Kirschner (2014) found no difference in the amount of on/off-track task solutions between well- and ill-structured tasks, yet learning patterns in ill-structured tasks seem less strategic, oriented more towards explaining and questioning, while well-structured task patterns were more directed at information selection. → Inge Molenaar & Sanna Järvelä 2014
q2 i? On-track students applied learning strategies in later phases compared to off-track students, indicating intra-individual differences in the use of learning patterns over time. → Inge Molenaar & Sanna Järvelä 2014
Evidence¶
Inge Molenaar & Sanna Järvelä 2014¶
Inge Molenaar & Sanna Järvelä. (2014). Sequential and temporal characteristics of self and socially regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-014-9114-2
q2 · i? · review · r2
Trace data analysis of log file events from the computer based learning environment gStudy during two tasks of 1,5 h each; transition matrices defined sequences among strategic actions, with sequences occurring more than 3 times considered learning patterns.
"They showed that although there was no difference in the amount of on /off-track task solutions between well- and ill-structured tasks, the learning patterns in ill-structured tasks seem less strategic."
Discussion¶
Related Claims¶
- Elementary students showed the same types of learning patterns across well- and ill-structured science tasks despite the differing task demands — reports the opposite
- Elementary school students solving science tasks in gStudy provided in-depth task solutions and adapted to task complexity — reports the opposite
- Edge weights between CKC–regulation codes differ significantly between the tasks only for the share/compare and disagree phases — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ill-structured-tasks-less-strategic-patterns |
title |
Learning patterns in ill-structured tasks are less strategic than in well-structured tasks, and on-track students apply learning strategies in later phases than off-track students |
description |
Learning patterns in ill-structured tasks are less strategic than in well-structured tasks, and on-track students apply learning strategies in later phases than off-track students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — inge-molenaar-sanna-järvelä-2014 |
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