Train self-assessment and task-selection with video modeling examples before a self-regulated learning phase¶

Strategy · All strategies
Evidence · 5 claims (2 for, 3 mixed) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

Before independent task selection, students observe video models who perform a problem-solving task, then think aloud while rating invested mental effort, self-assessing performance by assigning one point per correctly solved step, and applying a task-selection rule to pick the next task. The study shows this "relatively simple intervention can help students gain more from self-regulated learning", improving both posttest performance and transfer of task selection.

Design Implications¶

Context¶

Requirements¶

• Modeling examples must show the model writing out each problem-solving step while thinking aloud, with steps gradually built up on screen

Constraints¶

• The way video modeling examples are designed can have a significant impact on the success of the training

Target Learners¶

• secondary education students

Target Learning Goals¶

• self-assessment accuracy
• task-selection skills
• problem-solving performance under self-regulated learning

Claims¶

• The design of video modeling examples strongly affects training success: screen-recording examples were ineffective while writing-out examples were effective [~W]
• Task-selection skills trained with video modeling examples in biology transfer to task selection in a different domain (math) [+W]
• Video modeling training of self-assessment and task-selection skills improves secondary students' problem-solving performance after a self-regulated learning phase [+W]
• Heuristic task-selection training is not more effective for transfer than algorithmic training [~W]
• Heuristic and algorithmic training conditions do not differ in posttest problem-solving performance [~W]

Related Strategies¶

• Model Assignment or Skill
• Think-Aloud Modeling
• Cognitive Apprenticeship

Examples¶

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Key Sources¶

• Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., van Merriënboer, J., & van Gog, T. (2018). Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer? Instructional Science, 46, 273–290. https://doi.org/10.1007/s11251-017-9434-0