Trends and issues of regulative support use during inquiry learning: Patterns from three studies

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chb.2008.07.010 Byline: Sarah Manlove, Ard W. Lazonder, Ton de Jong Abstract: This paper looks across three experimental studies that examined supports designed to assist high-school students (age 15-19) with cognitive regulation of their physics inquiry learning efforts in a technology-enhanced learning environment called Co-Lab. Cognitive regulation involves the recursive processes of planning, monitoring, and evaluation during learning, and is generally thought to enhance learning gains for students. The research synthesis described in this paper examined the usage effects of a support tool called the process coordinator (PC) on learning outcomes. This tool incorporated goal-lists, hints, prompts, cues, and templates to support the cognitive regulation skills of students during a fluid dynamics task. Students were asked to produce two learning outcomes of their investigations: system dynamics models and lab reports. Results from the three studies indicated trends in frequent use of the PC for planning activities, but low usage for monitoring and evaluation. Correlational analysis revealed two trends with regard to how these regulative activities impacted learning outcomes. First, consistent positive correlations were apparent between regulative activities and lab report scores of students and second, consistent negative correlations between the use of supports and model quality scores. Trends with regard to how task complexity, time, and student prior experience impacted these findings are also presented with suggestions for future research. Author Affiliation: University of Twente, Faculty of Behavioral Sciences, Department of Instructional Technology, P.O. Box 217, 7500 AE Enschede, The Netherlands