Advanced learning technologies have become a focal point in recent educational research, holding the promise of enhancing students' self-regulated learning (SRL) by facilitating various processes of planning, monitoring, performing, and reflecting upon learning experiences. However, concerns have arisen regarding the efficacy and design of technologies, the spectrum of possibilities for SRL support, and too ambiguous claims associated with these technologies. To address these uncertainties and to provide a platform for generating the more empirical evidence, Self-Regulated Learning Support (SRL-S) rubric was developed to facilitate the assessment of SRL support in technology-enhanced learning environments. It is grounded in established educational theory and proven empirical research results. This article presents a study that extends the application of the rubric to establish its reliability and validity, filling a gap in prior research. First, content, criterion-related, and construct validation were performed through international and interdisciplinary experts’ reviews. Subsequently, inter-rater and intra-rater reliability were assessed using Intraclass Correlation Coefficients and Cohens Kappa tests. The outcomes of these analysis demonstrated that the SRL-S is a reliable and valid instrument for assessing the levels of SRL support within learning environments. Additional implications for further research to support self-regulated learning are discussed.
Center of Advanced Technology for Assisted Learning and Predictive Analytics (CATALPA)
Advanced learning technologies have become a focal point in recent educational research, holding the promise of enhancing students' self-regulated learning (SRL) by facilitating various processes of planning, monitoring, performing, and reflecting upon learning experiences. However, concerns have arisen regarding the efficacy and design of technologies, the spectrum of possibilities for SRL support, and too ambiguous claims associated with these technologies. To address these uncertainties and to provide a platform for generating the more empirical evidence, Self-Regulated Learning Support (SRL-S) rubric was developed to facilitate the assessment of SRL support in technology-enhanced learning environments. It is grounded in established educational theory and proven empirical research results. This article presents a study that extends the application of the rubric to establish its reliability and validity, filling a gap in prior research. First, content, criterion-related, and construct validation were performed through international and interdisciplinary experts’ reviews. Subsequently, inter-rater and intra-rater reliability were assessed using Intraclass Correlation Coefficients and Cohens Kappa tests. The outcomes of these analysis demonstrated that the SRL-S is a reliable and valid instrument for assessing the levels of SRL support within learning environments. Additional implications for further research to support self-regulated learning are discussed.
This work was funded by the Center of Advanced Technology for Assisted Learning and Predictive Analytics (CATALPA) of the FernUniversität in Hagen.
Primary Language | English |
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Subjects | Computer Based Exam Applications |
Journal Section | Articles |
Authors | |
Early Pub Date | October 21, 2024 |
Publication Date | |
Submission Date | June 20, 2024 |
Acceptance Date | September 14, 2024 |
Published in Issue | Year 2024 Volume: 11 Issue: 4 |