Abstracts - Earli

Assessment of self-regulated learning in a computer-simulated science labJoachim Wirth, Duisburg-Essen University, GermanyJosef Künsting, Duisburg-Essen University, GermanyHubertina Thillmann, Duisburg-Essen University, GermanyPrevious studies have shown that students who learn in a complex and dynamic learningenvironment have to pursue two goals simultaneously. They have to generate new information andthey have to integrate new information into their own knowledge structure. Studies investigatingthis aspect of self-regulation showed that successful learners start with identifying newinformation but change very soon and very strongly to integrating information. These studies useda computer-based learning environment that records behavioral data automatically, and these datawere used to construct a behavior-based measurement of self-regulation. But the environment isembedded in artificial contexts. Thus, it doesn’t allow for generalizing the results to authenticlearning situations. Therefore, we developed an authentic computer-simulated science lab wherestudents could conduct experiments. We adapted the computer-based measurement of selfregulationto this environment. Results show that also in this authentic learning environmentsuccessful learners start with identifying and change very soon and very strongly to integratinginformation. Additionally, prior knowledge turned out to be a pre-requisite for a successful selfregulationof learning. Results also show that learners have difficulties with self-regulating theirlearning. The computer-based learning environment and its behavior-based measurement of selfregulationseem to be promising tools for individually adapting online-support.Promoting and researching writing strategies: A self-regulated learning perspectiveKiku Tupper, University of Victoria, CanadaMariel Miller, University of Victoria, CanadaAllyson Hadwin, University of Victoria, CanadaAcademic writing is a highly demanding and intricate task holding important implications for bothacademic and professional success. In light of the need for effective strategy instruction in writingand limitations of instructional writing texts and programs, theories of self-regulated learning(SRL) have shown great promise in directing strategy use and increasing writing abilities. Futureresearch is needed to validate a greater range of strategies, apply SRL strategy instruction to amore mainstream educational population, and examine the specific processes underlying successin SRL strategy use. This paper: (a) describes a writing kit that uses an SRL framework to embedempirically validated strategies in an eLearning environment, gStudy (Winne, et al., 2006), and (b)illustrates how self-report and trace data can be combined to research five important questionsabout self-regulated writing strategy development across complex writing tasks.Advancing log analysis of student interactions with cognitive toolsJohn C. Nesbit, Simon Fraser University, CanadaPhilip H. Winne, Simon Fraser University, CanadaMingming Zhou, Simon Fraser University, CanadaYabo Xu, Simon Fraser University, CanadaJillianne Code, Simon Fraser University, CanadaMaria Weatherby, Simon Fraser University, CanadaWe have developed a software application (gStudy) that supports learning with multimediadocuments. Students use gStudy to create and link notes, highlight and label text and images,construct glossaries and concept maps, archive web content, exchange information objects through– 314 –