Regulate regulative tool use: guide students to the supports that match their task activity¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

Based on the finding that different supports served different outcomes, the article draws implications for practice: teachers using technology-enhanced inquiry environments "should assist students in the appropriate selection of supports for task activities," for instance pointing out that helpfiles benefit modeling while note prompts assist report writing. Designers likewise need to be aware of the need to "regulate regulative tool use" by situating regulative support close to task activities and making its benefit for learning outcomes apparent.

Design Implications¶

Context¶

Requirements¶

• Supports for different purposes (domain helpfiles, regulative prompts, report templates) must be distinguishable by teachers and designers
• Regulative support should be situated closely to task activities

Constraints¶

• Designs in this study left students to choose supports, and PC+ students relied on regulative support more than domain support

Target Learners¶

• secondary school science students in inquiry learning environments

Target Learning Goals¶

• matching regulative and domain support use to the current task activity
• improved lab reports and domain models

Claims¶

• Pop-up cues contributed only modestly to note taking, triggering note taking in under 4% of instances [+W]
• Empty-PC dyads built significantly better domain models than full-PC dyads, an effect concentrated among lower-achieving dyads [+W]
• Full-PC dyads wrote lab reports with significantly better structure and more complete content than empty-PC dyads [+W]
• Dyads given the full Process Coordinator used the regulative tool about three times as long and twice as often as dyads with the empty version [+W]
• Higher model quality was associated with less goal viewing and note taking, while lab report scores correlated positively with regulative tool use and negatively with helpfile viewing [+W]

Related Strategies¶

• Link Regulative And Domain Support
• Guide adult students through self-regulated learning skills within the course of study using educational technology

Examples¶

-

Key Sources¶

• Sarah Manlove, Ard W. Lazonder & Ton de Jong. (2007). Software scaffolds to promote regulation during scientific inquiry learning. Metacognition Learning. https://doi.org/10.1007/s11409-007-9012-y