Exploring self-regulated learning behaviors in a negotiated online reading assessment

Hercy N.H. Cheng; Liansheng Jia; Xiaotong Zhang; Calvin C.Y. Liao; Jianwen Sun

Exploring self-regulated learning behaviors in a negotiated online reading assessment

Hercy N.H. Cheng
, Liansheng Jia
, Xiaotong Zhang
, Calvin C.Y. Liao
, Jianwen Sun

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

This study designed a negotiated online reading assessment in order to facilitate students' self-monitoring and self-reflection on reading abilities. After taking a reading assessment, students are allowed to negotiate with the system, so that they may further understand their abilities and likely take actions to improve the abilities. This study also conducted a preliminary evaluation to explore the online behaviors of students with different self-regulated learning abilities. For this purpose, a lag sequential analysis approach was applied to identify significant transitions between actions in the negotiation process. The preliminary results showed that low self-regulated learners tended to directly explain their abilities, while high self-regulated learners tended to query the system before explanation. Besides, high self-regulated learners also tended to take the assessment again.

Original language	English
Title of host publication	ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings
Editors	Ma. Mercedes T. Rodrigo, Sagaya Amalathas, Andrei D. Coronel, Jie Chi Yang, Yanjie Song, Jihong Ding, Maiga Chang, Lung-Hsiang Wong
Publisher	Asia-Pacific Society for Computers in Education
Pages	13-15
Number of pages	3
ISBN (Electronic)	9789869401272
Publication status	Published - Nov 24 2018
Externally published	Yes
Event	26th International Conference on Computers in Education, ICCE 2018 - Metro Manila, Philippines Duration: Nov 26 2018 → Nov 30 2018

Publication series

Name	ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings

Conference

Conference	26th International Conference on Computers in Education, ICCE 2018
Country/Territory	Philippines
City	Metro Manila
Period	11/26/18 → 11/30/18

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Negotiated learner models
Self-regulated learning
Sequential analysis

ASJC Scopus subject areas

Computer Science (miscellaneous)
Computer Science Applications
Education

Cite this

Cheng, H. N. H., Jia, L., Zhang, X., Liao, C. C. Y., & Sun, J. (2018). Exploring self-regulated learning behaviors in a negotiated online reading assessment. In M. M. T. Rodrigo, S. Amalathas, A. D. Coronel, J. C. Yang, Y. Song, J. Ding, M. Chang, & L.-H. Wong (Eds.), ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings (pp. 13-15). (ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings). Asia-Pacific Society for Computers in Education.

Exploring self-regulated learning behaviors in a negotiated online reading assessment. / Cheng, Hercy N.H.; Jia, Liansheng; Zhang, Xiaotong et al.
ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings. ed. / Ma. Mercedes T. Rodrigo; Sagaya Amalathas; Andrei D. Coronel; Jie Chi Yang; Yanjie Song; Jihong Ding; Maiga Chang; Lung-Hsiang Wong. Asia-Pacific Society for Computers in Education, 2018. p. 13-15 (ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Cheng, HNH, Jia, L, Zhang, X, Liao, CCY & Sun, J 2018, Exploring self-regulated learning behaviors in a negotiated online reading assessment. in MMT Rodrigo, S Amalathas, AD Coronel, JC Yang, Y Song, J Ding, M Chang & L-H Wong (eds), ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings. ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings, Asia-Pacific Society for Computers in Education, pp. 13-15, 26th International Conference on Computers in Education, ICCE 2018, Metro Manila, Philippines, 11/26/18.

Cheng HNH, Jia L, Zhang X, Liao CCY, Sun J. Exploring self-regulated learning behaviors in a negotiated online reading assessment. In Rodrigo MMT, Amalathas S, Coronel AD, Yang JC, Song Y, Ding J, Chang M, Wong LH, editors, ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings. Asia-Pacific Society for Computers in Education. 2018. p. 13-15. (ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings).

Cheng, Hercy N.H. ; Jia, Liansheng ; Zhang, Xiaotong et al. / Exploring self-regulated learning behaviors in a negotiated online reading assessment. ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings. editor / Ma. Mercedes T. Rodrigo ; Sagaya Amalathas ; Andrei D. Coronel ; Jie Chi Yang ; Yanjie Song ; Jihong Ding ; Maiga Chang ; Lung-Hsiang Wong. Asia-Pacific Society for Computers in Education, 2018. pp. 13-15 (ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings).

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abstract = "This study designed a negotiated online reading assessment in order to facilitate students' self-monitoring and self-reflection on reading abilities. After taking a reading assessment, students are allowed to negotiate with the system, so that they may further understand their abilities and likely take actions to improve the abilities. This study also conducted a preliminary evaluation to explore the online behaviors of students with different self-regulated learning abilities. For this purpose, a lag sequential analysis approach was applied to identify significant transitions between actions in the negotiation process. The preliminary results showed that low self-regulated learners tended to directly explain their abilities, while high self-regulated learners tended to query the system before explanation. Besides, high self-regulated learners also tended to take the assessment again.",

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AU - Jia, Liansheng

AU - Zhang, Xiaotong

AU - Liao, Calvin C.Y.

AU - Sun, Jianwen

N1 - Funding Information: This study was financially supported by Self-determined Research Funds of Central China Normal University from the Colleges Basic Research and Operation of Ministry of Education of China (CCNU16GD003). Publisher Copyright: © 2018 Asia-Pacific Society for Computers in Education.

PY - 2018/11/24

Y1 - 2018/11/24

N2 - This study designed a negotiated online reading assessment in order to facilitate students' self-monitoring and self-reflection on reading abilities. After taking a reading assessment, students are allowed to negotiate with the system, so that they may further understand their abilities and likely take actions to improve the abilities. This study also conducted a preliminary evaluation to explore the online behaviors of students with different self-regulated learning abilities. For this purpose, a lag sequential analysis approach was applied to identify significant transitions between actions in the negotiation process. The preliminary results showed that low self-regulated learners tended to directly explain their abilities, while high self-regulated learners tended to query the system before explanation. Besides, high self-regulated learners also tended to take the assessment again.

AB - This study designed a negotiated online reading assessment in order to facilitate students' self-monitoring and self-reflection on reading abilities. After taking a reading assessment, students are allowed to negotiate with the system, so that they may further understand their abilities and likely take actions to improve the abilities. This study also conducted a preliminary evaluation to explore the online behaviors of students with different self-regulated learning abilities. For this purpose, a lag sequential analysis approach was applied to identify significant transitions between actions in the negotiation process. The preliminary results showed that low self-regulated learners tended to directly explain their abilities, while high self-regulated learners tended to query the system before explanation. Besides, high self-regulated learners also tended to take the assessment again.

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KW - Self-regulated learning

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SP - 13

EP - 15

BT - ICCE 2018 - 26th International Conference on Computers in Education, Work-in-Progress Poster Proceedings

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PB - Asia-Pacific Society for Computers in Education

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ER -

Exploring self-regulated learning behaviors in a negotiated online reading assessment

Abstract

Publication series

Conference

UN SDGs

Keywords

ASJC Scopus subject areas

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Cite this