This thesis reports the results of studies set up to investigate formative assessment in the context of a computer managed learning (CML) practice test. The studies sought to determine whether taking the practice test affects performance on later CML assessed tests for first year university students and to determine the characteristics of the most effective CML practice test. The study was carried out in the context of CML testing at Curtin University of Technology. Because data were collected in a real testing environment, the research questions were addressed using a series of small studies, each focusing on a one-semester unit for first year students. Those students who sat a practice test improved their performance from the practice to the assessed test. Further, they outperformed the non practice test group on the assessed test. The effect was statistically significant in eleven of the twelve studies where CML test results were investigated. Student ability, anxiety level, and sex did not affect test performance or choice to sit the practice test. Students preferred to be given the correct answer for an incorrect response and to have a practice test that was the same length as the assessed test but students continued to show improved performance regardless of these conditions. They reported that they used the feedback in a variety of ways including identifying important areas of content, identifying their own error areas and as a motivator for further study. The findings suggest that using the CML system as a formative assessment tool improves student performance on summative assessment. The practice test is contributing to improved performance, however this improvement cannot be attributed to a single factor. In those cases where the practice test only partially covers the content of the assessed test, the improvement is seen on that common part, however when ++ / there was no overlap of content the group who did the practice test still performed better on the assessed test than the group who did not. This suggests that a contributing factor may be familiarity either with the CML system, items or test type. It is also possible that the beneficial effect was due to prior exposure to the CML system and that only one test is required for this purpose.This research has implications for current teaching practices because the acceptance of a practice test provides feedback to both students and lecturers prior to the assessed test. The optimal practice test c covers the same content as the assessed test with the same number of items and provides the correct answer for a item answered incorrectly. The key recommendation for use of the CML system is the provision of a practice test for formative purposes, for the use of both lecturers and students. Lecturers need to encourage student participation not just on an initial practice test but on all practice tests provided. Students need to be encouraged to review their error summary, as is the current practice in the CML Laboratory. Lecturers need to make more use of the feedback provided by the tests, in terms of content coverage, revision and consolidation of work, and quality of test items.

This dissertation investigated the learning required for individuals to onboard into self-managing organizations (SMOs). Using a qualitative case study approach, 15 participants from various SMOs were interviewed to gain insight into their experiences. In addition, data was collected from a document review and focus group. The study found that: (a) Formal learning enabled a quick grounding in the basic mechanisms of self-management. (b) All participants faced challenges applying the principles and practices of self-management in practice. (c) All participants had to learn to shift their mindsets in order to successfully participate in self-management. (d) Transitioning into self-management was a nonlinear process that unfolded over time. For many participants, it began years before they joined an SMO and continued even after their formal onboarding period was completed. (e) Formal training supported instrumental learning, while mindset shifts were more supported by informal learning. An analysis of these findings led to four primary conclusions. First, an organizational model cannot transcend the capabilities of its members. Second, a new relationship with self, others, and the organization required new ways of thinking and being. Third, formal and informal learning experiences amidst a supportive social context enabled this holistic transformation. Fourth, self-management is a team sport and is therefore likely only able to be learned with and through a group. The study recommended building a learning environment and supporting new members' learning journeys to facilitate a successful transition into self-management.

The purpose of the research was to form a defensible basis for considering possible changes in classroom practice within a small rural state school, and it involved four, mixed-ability classes comprising Year 9 and 10 students. These classes were taught an energy-related module by the researcher. In the preliminary phase, which involved two classes, resources were developed to produce a more student-centred module. These resources, and the constructivist approach which informed their development, are described. In the subsequent comparative phase, the reformed module was taught using two contrasting strategies - one teacher-directed and the other, student-managed. During this phase individual achievement and group investigative skills were assessed. Student perceptions of classroom environment were probed using an existing instrument, the ICEQ. The range of classroom activity and level of student engagement was continuously monitored by independent observers using a specifically developed instrument, termed the SALTA.No overall learning advantage was demonstrated to either teaching strategy. A small strategy advantage favouring Year 10 students in the student-managed strategy was offset by a similar disadvantage to the Year 9 cohort. A cohort penalty was found to apply to Year 9 students under either strategy, with a paradox in its application. The role of the teacher was found to change significantly under each strategy, with a consistent hierarchy of student engagement with activity emerging. Boys were found to have significantly higher levels of engagement than girls under either teaching strategy. However, this was associated with only modest advantages in achievement. The relationship between engagement and achievement was stronger and more positive under the student-managed strategy. Mismatches between preferred and actual classroom environment were found, ++ / particularly in the dimension of independence. This mismatch was less in the student-managed setting. Increased potential for learning was noted under each strategy.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 102-107. Includes bibliographical references (leaves 108-120).

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 102-107. Includes bibliographical references (leaves 108-120).

This dissertation research focuses on investigating the incidence of student self-regulated learning behavior, and examines patterns in student affective states that accompany such self-regulated behavior. This dissertation leverages prediction models of student affective states in the Physics Playground educational game platform to identify common patterns in student affective states during use of self-regulated learning behavior. In Study 1, prediction models of student affective states are developed in the context of the educational game environment Physics Playground, using affective state observations and computer log data that had already been collected as part of a larger project. The performances of student affective state prediction models generated using a combination of the computer log and observational data are then compared against those of similar prediction models generated using video data collected at the same time. In Study 2, I apply these affective state prediction models to generate predictions of student affective states on a broader set of data collected from students participants playing Physics Playground. In parallel, I define aggregated behavioral features that represent the self-observation and strategic planning components of self-regulated learning. Affective state predictions are then mapped to playground level attempts that contain these self-regulated learning behavioral features, and sequential pattern mining is applied to the affective state predictions to identify the most common patterns in student emotions. Findings from Study 1 demonstrate that both video data and interaction log data can be used to predict student affective states with significant accuracy. Since the video data is a direct measure of student emotions, it shows better performance across most affective states. However, the interaction log data can be collected natively by Physics Playground and is able to be generalized more easily to other learning environments. Findings from Study 2 suggest that self-regulatory behavior is closely associated with sustained periods of engaged concentration and .self-regulated learning behaviors are associated with transitions from negative affective states (confusion, frustration, and boredom) to the positive engaged concentration state. The results of this dissertation project demonstrate the power of measuring student affective states in real time and examining the temporal relationship to self-regulated learning behavior within an unstructured educational game platform. These results thus provide a building block for future research on the real-time assessment of student emotions and its relationship with self-regulated learning behaviors, particularly within online student-centered and self-directed learning contexts.

Doing a bachelor’s or master’s degree is a journey that leads to success or attrition (dropout). Previous research show to the significance of considering learners’ perspectives and their need for information and different types of interaction. This can be done through online ICTSS (information and communication technology support systems). The overall aim of this dissertation was to create knowledge about how the use of ICTSS can facilitate different types of interaction and support learners in order to reduce thesis problems and attrition and to enhance the quality of the thesis outcomes. The aim was operationalized by two research questions scrutinizing the interaction problems in the thesis process and investigating how the use of ICTSS can facilitate different types of interaction to reduce such problems and attrition, and to enhance the learning opportunities and quality of the thesis outcomes. To answer the research questions, five main studies were performed by applying different research methods on a case study. The empirical studies were performed at the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden. The respondents were different learners (students) with active thesis projects at the bachelor or master level in different programs at DSV between 2012 and 2015. For the first two studies, conceptual and content analysis of the data collected from the case study was performed. For the three other studies, open-ended online questionnaires (survey) and interviews were conducted. On the basis of the findings, three main types of interaction issues were developed which related to the need for more learner-content, peer-to-peer, and learner-supervisor interaction in the thesis process. The hypothesis was that the interaction issues could be reduced by implementing a set of strategic suggestions through the use of an ICTSS including a set of functionalities and resources. The usefulness of these functionalities and resources was evaluated with regard to the learners’ perception and experiences. The findings were categorized to facilitate learner-content, peer-to-peer, and learner-supervisor interaction, as well as management of the contents, supervision, and communication of the supervisory team. From these categories, a conceptual framework was developed in this dissertation to illustrate how the use of the ICTSS supports the thesis process. In conclusion, providing access to a set of structured e-resources and supporting educational communication through different types of interaction with peers and the supervisory team, enables learners’ self-managed learning and facilitates similar learning opportunities for learners in thesis courses.

Thesis (Ph. D.)--Texas State University--San Marcos, 2009. / Vita. Appendix: leaf 111. Includes bibliographical references (leaves 112-121). Also available on microfilm.

This study explores the web-navigation practices of adult learners in higher education and re-conceptualizes the concept of the organizing circumstance of self-managed learning, originated by Spear and Mocker (1984). The theoretical framework draws on funds of knowledge theory from a cultural historical perspective and elaborates a Vygotskian concepts of learning and development by introducing the notion of the distal object and the zone of distal development. The study employed a mixed methods design with an embedded multiple-case study involving half of the twelve participants using a new technology for self-managed learning called Zonebee. Zonebee recorded participants' web navigation, known as Zonebee Trails, providing quantitative data for analysis. Surveys were administered, namely the Metacognitive Awareness Inventory (Schraw&Dennison, 1994), the Index of Learning Styles Inventory (Soloman&Felder, 1986), a survey of technology use (created for this study) and a set of demographic questions. Eleven of the twelve participants also provided interviews in which they described their self-managed learning practices.Findings contradicted the premise in the literature that the learning environment fortuitously determines the learning experience. Participants primarily relied on the internet and computer to manage their learning and made deliberate choices about which tools to use depending upon the purpose of the constituent process of self-managed learning in which they were engaged (assessing, planning, implementing, monitoring, evaluating or producing). Zonebee Trails evidenced participants' engagement in considerable planning before generating focused queries to locate specific materials. Thus, this study suggests that the organizing circumstance operates, not through happenstance alone, but through the confluence of four factors influencing the direction the learner takes: funds of knowledge for learning; learning demands (proximity of the learning object, proximal or distal), conditions for learning (affordances for and constraints on learning); and motivation or purpose of activity. The re-conceptualized organizing circumstance of learning, then, offers a methodological and theoretical way to redefine context and understand how learners manage their own learning.

Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed modality. Study participants were first examined based on their levels of self-regulated learning. Follow-up qualitative interviews were conducted to examine the choices that participants made, the impact of the course design on those choices, and what role self-regulation played in the process. The resulting analysis revealed that participants desired an overall learning experience that was tailored to personal learning preferences, but that technical and design limitations can create barriers in the learning experience. The results from this research can help shape future instructional design efforts that wish to increase learner agency and choice in the educational process.