Improving Measurements of Self-Regulated Learning

Philip H. Winne

Educational Psychologist Vol. 45, No. 4 (2010) pp. 267–276

Articles in this special issue present recent advances in using state-of-the-art software systems that gather data with which to examine and measure features of learning and particularly self-regulated learning (SRL). Despite important advances,...

How Software Technologies Can Improve Research on Learning and Bolster School Reform

Philip H. Winne

Educational Psychologist Vol. 41, No. 1 (2006) pp. 5–17

Realizing the promise of software technologies in education requires thinking differently about how software simultaneously can serve research and contribute to learning. This article examines 3 axioms underlying contemporary educational psychology: ...

Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments

Philip H. Winne

International Journal of Educational Research Vol. 41, No. 6 (2004) pp. 466–488

Calibration concerns (a) the deviation of a person's judgment from fact, introducing notions of bias and accuracy; and metric issues regarding (b) the validity of cues’ contributions to judgments and (c) the grain size of cues. Miscalibration...

Modeling academic achievement by self-reported versus traced goal orientation

Mingming Zhou; Philip H. Winne

Learning and Instruction Vol. 22, No. 6 (December 2012) pp. 413–419

We examined achievement goals measured by self-reports and by traces (behavioral indicators) gathered as undergraduates used software tools to study a multimedia-formatted article. Traces were operationalized by tags participants applied to...

Language: English

The place of cognition in explanations of teaching: A dialog of interpretive and cognitive approaches

Martin J. Packer; Philip H. Winne

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 11, No. 1 pp. 1–21

This debate contrasts interpretive and cognitive approaches to explaining teachers' thoughts and actions, exploring epistemological and ontological assumptions that broadly underlie research on teaching. Fundamental to the discussion is whether...

Language: English

Learning from Learning Kits: gStudy Traces of Students' Self-Regulated Engagements with Computerized Content

Nancy E. Perry; Philip H. Winne

Educational Psychology Review Vol. 18, No. 3 (September 2006) pp. 211–228

Researching self-regulated learning (SRL) as a process that evolves across multiple episodes of studying poses large methodological challenges. While self-report data provide useful information about learners' perceptions of learning, these data are ...

Roles for Software Technologies in Advancing Research and Theory in Educational Psychology

Allyson F. Hadwin; Philip H. Winne; John C. Nesbit

British Journal of Educational Psychology Vol. 75, No. 1 (March 2005) pp. 1–24

While reviews abound on theoretical topics in educational psychology, it is rare that we examine our field's instrumentation development, and what effects this has on educational psychology's evolution. To repair this gap, this paper investigates...

The Role of Feedback on Studying, Achievement and Calibration

Stephanie T. L. Chu; Dianne L. Jamieson-Noel; Philip H. Winne

Annual Meeting of the American Educational Research Association 2000 (April 2000)

One set of hypotheses examined in this study was that various types of feedback (outcome, process, and corrective) supply different information about performance and have different effects on studying processes and on achievement. Another set of...