Examining trace data to explore self-regulated learning

By Allyson Fiona Hadwin, John C. Nesbit, Dianne Jamieson-Noel, Jillianne R. Code, Philip H. Winne. 2007

292 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/35ff382fd8006f617f08a755aac8b11e4a9c034d

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Citations in the corpus

The Measurement and Predictive Ability of Metacognition in Middle School Learners (2012, background): “Traces of students’ learning have also been analyzed for students’ metacognitive processing (e.g., Hadwin et al., 2007; Perry & Winne, 2006).”
Let’s not forget: Learning analytics are about learning (2014, background): “The analysis of learning products and strategy has received limited attention in the existing research of learning analytics, despite its demonstrated importance for educational research (Hadwin et al., 2007; McNamara et al., 2014).”
Process mining techniques for analysing patterns and strategies in students’ self-regulated learning (2013, methodology): “In this research, we are building on previous work on the temporal structure of self-regulated learning (e.g., Biswas et al. 2010; De Jong 1994; Hadwin et al. 2007; Kapur 2011; Schoor and Bannert 2012; Winne and Nesbit 1995).”
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses (2017, background): “Based on our bottom-up approach to discover behavioral manifestations (see e.g., Hadwin et al., 2007), a learner could have engaged in multiple different SRL strategies, given the observation that they revisited course assessments.”
Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “…or a series of events, have shifted focus away from self-report inventories and toward observation measures of SRL such as video records and computer-generated traces (or logfiles) of inferred SRL actions (Azevedo et al. 2013; Hadwin et al. 2004, 2007) and think aloud protocols (Azevedo 2005).”
Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion (2009, unknown): “Other researchers have begun to do so by using on-line trace methodologies such as log-file analyses and concurrent think-aloud protocols (e.g., Azevedo et al. 2007; Hadwin et al. 2007 ) to capture the unfolding temporal sequencing of self-regulatory processes used during learning.”
Educational Data Mining: A Review of the State of the Art (2010, background): “quencing of events, and the content analysis of students’ notes and summaries [103].”