Abstract
In this study we proposed self-assessment with prompts, learning journal and referencing through sharing learning methods for regulation of cognition with one annotation system called VPen. We also aimed to investigate the effectiveness of the learning methods on web-based programming learning performance and achievement. The results of this study revealed students perceived the learning methods are useful for the strategies of regulation of cognition. We also found that self-assessment with prompts, learning journal and referencing through sharing of learning performance and behavior significantly correlate with each other and learning achievement. In addition, the results revealed learning journal brings more effect on learning performance and achievement than self-assessment with prompts.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012 |
| Pages | 587-591 |
| Number of pages | 5 |
| DOIs | |
| Publication status | Published - 2012 Oct 8 |
| Event | 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012 - Rome, Italy Duration: 2012 Jul 4 → 2012 Jul 6 |
Publication series
| Name | Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012 |
|---|
Other
| Other | 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012 |
|---|---|
| Country | Italy |
| City | Rome |
| Period | 12-07-04 → 12-07-06 |
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All Science Journal Classification (ASJC) codes
- Computer Networks and Communications
- Education
Cite this
}
The study of self-assessment with prompts, learning journal and referencing through sharing for regulation of cognition and their effect on web-based programming learning. / Shadiev, Rustam; Hwang, Wu Yuin; Hsu, Jung Lung; Chang, Chia Ling; Huang, Yueh-Min.
Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012. 2012. p. 587-591 6268184 (Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - The study of self-assessment with prompts, learning journal and referencing through sharing for regulation of cognition and their effect on web-based programming learning
AU - Shadiev, Rustam
AU - Hwang, Wu Yuin
AU - Hsu, Jung Lung
AU - Chang, Chia Ling
AU - Huang, Yueh-Min
PY - 2012/10/8
Y1 - 2012/10/8
N2 - In this study we proposed self-assessment with prompts, learning journal and referencing through sharing learning methods for regulation of cognition with one annotation system called VPen. We also aimed to investigate the effectiveness of the learning methods on web-based programming learning performance and achievement. The results of this study revealed students perceived the learning methods are useful for the strategies of regulation of cognition. We also found that self-assessment with prompts, learning journal and referencing through sharing of learning performance and behavior significantly correlate with each other and learning achievement. In addition, the results revealed learning journal brings more effect on learning performance and achievement than self-assessment with prompts.
AB - In this study we proposed self-assessment with prompts, learning journal and referencing through sharing learning methods for regulation of cognition with one annotation system called VPen. We also aimed to investigate the effectiveness of the learning methods on web-based programming learning performance and achievement. The results of this study revealed students perceived the learning methods are useful for the strategies of regulation of cognition. We also found that self-assessment with prompts, learning journal and referencing through sharing of learning performance and behavior significantly correlate with each other and learning achievement. In addition, the results revealed learning journal brings more effect on learning performance and achievement than self-assessment with prompts.
UR - http://www.scopus.com/inward/record.url?scp=84866983428&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84866983428&partnerID=8YFLogxK
U2 - 10.1109/ICALT.2012.132
DO - 10.1109/ICALT.2012.132
M3 - Conference contribution
SN - 9780769547022
T3 - Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
SP - 587
EP - 591
BT - Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012
ER -