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Originalia

Computergestütztes Schreiben von Lernprotokollen

Umsetzung und Evaluation eines kognitiven Werkzeugs zur Förderung selbstgesteuerten Lernens

Published Online:September 01, 2006https://doi.org/10.1026/1617-6383.17.2.42

Abstract

Zusammenfassung. Universitäres Lernen fordert von den Studierenden die Entwicklung effektiver Lern- und Arbeitsstrategien. Eine solche Strategie zum Erwerb flexibel anwendbaren Wissens ist die Lerntagebuchmethode. Wir haben untersucht, inwieweit diese Lernstrategie im Rahmen eines Blended-Learning-Szenarios vermittelt werden kann. Als Ergänzung zu einem Seminar schrieben die Studierenden Lernprotokolle in der computergestützten Lernumgebung eHELp. Die Software regt zur Selbstanalyse bisheriger Lern- und Arbeitsgewohnheiten an und unterstützt auf dieser Grundlage (z.B. durch adaptive Bearbeitungshinweise) die Planung, Bearbeitung und Revision von Lernprotokollen sowie deren netzbasierten Austausch zum wechselseitigen Kommentieren und Bewerten. Die Lernumgebung wird in Grundzügen vorgestellt, und erste Evaluationsergebnisse zu ihrer Gebrauchstauglichkeit sowie experimentelle Befunde zur Effektivität der adaptiven Bearbeitungshinweise werden berichtet. Insgesamt zeigen die Befunde, dass das vorgestellte computerbasierte Lernwerkzeug ein Lernen durch Schreiben effektiv unterstützten konnte.


Writing and commenting on learning journals with eHELp - fostering self-regulated learning with a cognitive tool

Abstract. Higher education demands the development of efficient learning strategies. A powerful strategy to develop flexibly applicable knowledge is the learning diary method. We tested the effectiveness of a blended learning scenario in teaching students this strategy. As a complement to a traditional university seminar, the students used the integrated working and learning environment eHELp for writing learning diaries. The software supports the self-assessment of students’ learning and working habits and uses these data to support the planning, writing and revision of learning protocols with different measures (e.g., adaptive prompts). Furthermore, it supports the net-based exchange of learning protocols and the commenting on peers’ protocols within a learning community. In the present article, we present the learning environment and provide usability data and experimental evidence demonstrating the effectiveness of the adaptive prompts. More generally, the results show that the computer-based learning tool did effectively support the learning-by-writing approach.

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