Examining the Critical Roles of Evaluation and Adaptation in Reflective Writing and Self-Regulated Learning

• In Event: Learning Sciences Poster Session

Abstract

We examined how evaluative judgments after a first unit exam in a large, introductory college biology course predicted changes in learning behaviors, and how those changes predicted performance on a subsequent exam. We used natural language processing on data from a reflective essay written after a first exam to identify language that reflected evaluation of prior studying and plans to adapt learning. Also, we utilized digital traces of learning behaviors to measure students’ adaptation from their prior use of learning resources. Results revealed students’ evaluations predicted how extensively they discussed plans to adapt their learning process. Plans to adapt described in written reflections predicted an increase in the frequency of desirable learning behaviors, which in turn predicted higher subsequent exam scores.

Authors

• Mladen Rakovic, Monash University, Australia

• Matthew L. Bernacki, University of North Carolina Chapel Hill

• Jeff A. Greene, University of North Carolina - Chapel Hill

• Robert D Plumley, University of North Carolina - Chapel Hill

• Kelly Hogan, University of North Carolina - Chapel Hill

• Kathleen M. Gates, University of North Carolina - Chapel Hill

• Abigail Panter, University of North Carolina - Chapel Hill