Enhancing self-regulated learning by writing learning protocols

By Matthias Nückles, Sandra Hübner, Alexander Renkl. 2009

263 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0a384d10bb08bcd40724e803157e4c072cc20e1a

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons (2012, unknown): “…Nückles and Renkl (2007) had suggested the use of prompted and supported learning protocols (guided reflective journals) to provoke students to engage reflectively with their cognitive and metacognitive strategy use (Berthold et al., 2007; Hübner, Nückles, & Renkl, 2010; Nückles et al., 2009).”
Activation of Learning Strategies in Writing Learning Journals (2009, methodology): “In previous studies, we could repeatedly show that fostering the application of learning strategies in learning journals by using prompts also increased learning outcomes (Berthold et al., 2007; Nückles et al., 2009; Schwonke et al., 2006).”
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda (2020, background): “Similarly, in learning journal writing, learners are prompted to write down their monitoring judgments, which likely frees cognitive capacity for subsequent regulation (e.g., Nückles et al. 2009; Roelle et al. 2017).”
Self-monitoring of self-regulation during math homework behaviour using standardized diaries (2011, background): “That is remarkable with respect to the concept of learning journals, cf. Hübner et al. (2010); Nückles et al. (2010) and lots of other metacognitive or self-regulation interventions which could be applied within a single point in time.”
Concept mapping improves metacomprehension accuracy among 7th graders (2012, background): “Nuckles, Hubner, and Renkl (2009) used prompts such as “Which main points have I already understood well?” as participants wrote about an observed videotaped lecture.”
Trends in Research on Writing as a Learning Activity (2016, unknown): “…and colleagues (2007) found that metacognitive strategies, such as checking understanding, made a significant contribution to learning, independent of the contribution of cognitive operations, such as elaborating knowledge (cf., Glogger et al., 2012; Nückles et al., 2009; Petko et al., 2014).”
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning (2020, methodology): “…color coding) Metacognition: Monitoring Remedial strategy Elaboration (poor): linking new information to own experiences […] Week 2: [goes on with a different topic] Student 3 from Nückles et al. 2009, topic: Cognitive Load Last week, I experienced a demonstrative example of a cognitive overload.”
Expertise reversal effects in writing-to-learn (2010, methodology): “Nückles et al. (2009) successfully replicated the results of Berthold et al. (2007) using an improved and expanded experimental design.”