Philip H Winne

Simon Fraser University · Faculty of Education

Self-regulated learning (SRL) integrates monitoring and controlling of cognitive, affective, metacognitive, and motivational processes during learning in pursuit of goals. Researchers have begun using multimodal data (e.g., concurrent verbalizations, eye movements, on-line behavioral traces, facial expressions, screen recordings of learner-system i...

When writers mine information from multiple sources to develop an essay, they reinterpret and reorganize their knowledge as they pursue and, possibly, reshape goals for rhetorical structure. Such writing tasks are popular across age levels and domains. It is assumed cognitive processes engaged in this kind of task provide practice that improves wri...

Background Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor interactions in a simulation‐assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice. Objectives This research aimed...

Metacognition is the engine of self-regulated learning. At the object level, learners seek information and choose learning tactics and strategies they forecast will develop knowledge. At the meta level, learners gather and analyze data about learning events to draw conclusions, such as: Is this tactic a good fit to conditions? Was it effective? Was...

In scientific inquiry learning, within-task guidance tailored to the learner’s domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are elusive. In this study, experienced tutors provided just-...

Developing knowledge‐transforming skills in writing may help students increase learning by actively building knowledge, regardless of the domain. However, many undergraduate students struggle to transform knowledge when drafting essays based on multiple sources. Writing analytics can be used to scaffold knowledge transforming as writers bring evide...

We investigated the effects of just-in-time guidance at various stages of inquiry learning by novice learners. Thirteen participants, randomly assigned to an intervention (n = 8) or control (n = 5) group, were observed as they learned about DC electric circuits using a web-based simulation. Just-in-time instructional prompts to observe, predict, ex...

Learner modeling systems so far formulated model learning in three main ways: a learner’s “position” within a lattice of declarative and procedural knowledge about highly structured disciplines such as geometry or physics, a learner’s path through curricular tasks compared to milestones, or profiles of a learner’s achievements on a set of tasks rel...

Collaborative discussions should engage all students, not just a few who dominate (“leaders”) while others participate as “followers” (Zhu, 2006). Cunningham (1991) noted that collaborating learners bring, discuss and debate multiple perspectives to develop their own position while acknowledging others' views. Higher levels of knowledge constructio...

This article analyzes the concept of validity to set out key factors bearing on claims about validity in general and particularly regarding learning analytics. Because uses of trace data in learning analytics are increasing rapidly, specific consideration is given to reliability of trace data and its role in claiming validity for interpretations gr...

While self-report measures are ubiquitous in the educational research literature, the benefits of self-report are often maligned. Rather than discarding or ignoring data generated from self-report measures of cognitive processing and motivation, research is needed to determine when and if self-report measures can contribute to our collective unders...

Volumes of detailed information are now unobtrusively collected as students use learning management systems and digital learning environments in their studies. This significantly elevates opportunities to better understand how students learn. The learning analytics community is exploring these data to describe learning processes [117] and ground re...

We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were the...

Data used in learning analytics rarely provide strong and clear signals about how learners process content. As a result, learning as a process is not clearly described for learners or for learning scientists. Gašević, Dawson, and Siemens (2015) urged data be sought that more straightforwardly describe processes in terms of events within learning ep...

This special issue presents a sample of modern work on self-regulated learning (SRL) among high ability and gifted students. It includes diverse views about the construct per se, and gifted students’ and their teachers’ accounts about SRL and factors they believe moderate it. Zeidner and Stroeger (this issue) set the stage with a sketch of an exten...

Studies described in this special issue take bold steps in using diverse instrumentation to gather multidimensional data about self-regulated learning, and apply novel analytic methods to examine those data. I explore these advances from a perspective that foregrounds the role of a paradigm – coherent theoretical propositions and methodological pro...

Revision is important but challenging for novice writers, particularly in post-secondary education where opportunities for personalized feedback are limited. Inexperienced writers typically overlook revision; when they do revise, they focus on surface errors rather than global revisions that enhance meaning and coherence. Writing analytics can auto...

Skillful essay writers successfully transform knowledge from multiple sources. However, when post-secondary writers draft essays after researching the articles, they often face challenges to engage in knowledge transforming, a complex process simultaneously involving reading comprehension, writing production and metacognitive monitoring (Bereiter &...

The Cambridge Handbook of Cognition and Education - edited by John Dunlosky February 2019

Learning projects are major academic assignments. They benefit from productive self-regulated learning to improve skills for solving information problems of searching for, analyzing, mining and organizing unfamiliar content. Findings from randomized controlled trials (RCTs), the “gold standard” for research, are recommended to meet these needs but...

We examined whether undergraduates’ achievement goal orientations could be represented as profiles and whether profiles were linked to self-reported motivation, epistemic beliefs and academic achievement. Data collected during an undergraduate course were analyzed using a clustering technique. Using the 2 × 2 goal model (Elliot & McGregor, 2001), w...

We explored the role that epistemic emotions play in conceptual change, specifically whether task value served as an antecedent to these emotions and whether type of text (refutation or expository) moderated relations between task value, epistemic emotions, and learning strategies. One hundred twenty university undergraduates completed a measure of...

Self-explanation is a process by which learners generate inferences about causal connections or conceptual relationships. A meta-analysis was conducted on research that investigated learning outcomes for participants who received self-explanation prompts while studying or solving problems. Our systematic search of relevant bibliographic databases i...

Esta parte del monográfico presenta los comentarios de varios especialistas internacionales sobre las contribuciones de Paul R. Pintrich a la investigación sobre Psicología y Educación. Lucia Mason (Universidad de Padua, Italia) comenta las aportaciones del trabajo del profesor Pintrich y sus colaboradores sobre las creencias epistemológicas y su p...

Learners working on major learning projects, such as an undergraduate thesis, frequently engage in information problem solving (IPS). In round-trip IPS, learners set goals and develop a work plan, search for and filter sources, critically analyze and mine key information, and draft and revise a final product. Information problem solving is a prime...

Language for academic and specific purposes is of special importance in integrated content and language education so learners may access subject-knowledge and engage in ‘doing’ different sciences. Consequently, there is a movement towards making the “thought process available for learning” through fairly routinized language functions and moves (Dal...

A bottleneck in gathering big data about learning is instrumentation designed to record data about processes students use to learn and information on which those processes operate. The software system nStudy fills this gap. nStudy is an extension to the Chrome web browser plus a server side database for logged trace data plus peripheral modules tha...

Background: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empiri...

Our objective was to test whether refutation texts on a controversial topic could overcome adverse outcomes predicted to result from unfavorable attitudes towards correct claims. To this end, we employed text-mining analysis of post-intervention essays to investigate important learning and motivated reasoning variables.

The trajectory of scholarship about self-regulated learning (SRL) originates in mid-19th-century writings about learners’ sense of responsibility in self education. Although Descartes's 17th-century writings implied mental activities consistent with metacognition, a central feature of SRL, these were inarticulate until Flavell and colleagues’ studi...

Background Today's gold standard for identifying what works, the randomized controlled trial, poorly serves each and any individual learner. Elements of my argument provide grounds for proposed remedies in cases where software can log extensive data about operations each learner applies to learn and each bit of information to which a learner applie...

Metacognition is integral in the cycle of self-regulated learning. Enhancing learner's metacognitive skills is a focus of many studies. Offering learning analytics to learners about learning has also gained popularity as a means to improve their metacognitive skills. A key question is, What types of analytics can meaningfully prompt change? We prop...

Do achievement goals change across time in response to performance feedback? Does goal orientation relate to calibration of estimated to actual achievement? We studied these issues over three tasks spanning a semester-long course where ninety-nine undergraduates received feedback about performance on each task. Learners were consistently and quite...

Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotion...

Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students' decisions about adaptations that improve their learning. We observe that designs for learning often neglect theories and empirical findings in learning scien...

Learners self-regulate learning when they examine the learning environment and monitor learning processes to inform decisions about managing learning processes. Under the assumption that learners are agents with inherent capability to make and act on decisions, self-regulated learning (SRL) is ubiquitous. Decisions learners make about regulating le...

Self‐regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self‐regulated learning. This special section highlights the current state of research at the intersection of...

Articles in this special issue on regulation of learning in computer-supported collaborative learning apply tools across the spectrum of qualitative and quantitative methods to investigate self-, co- and socially shared regulation of learning. As well, a careful consideration of each of these constructs is provided. I briefly review these contribut...

Automatic question generation from text has been used and adapted to online and self-directed learning platforms. We incorporate methods into the automatic question generation process that are designed to improve question quality by aligning them to the specified pedagogical goals and to a learner's model. This is achieved by extracting, ranking an...

This study aims to investigate how students’ motivated strategies of learning and their achievement goal orientations relate to their academic behaviours and performance in the context of online leaning systems. The study also develops and validates a relational model between students’ learning strategies and achievement goals.

New methods for gathering and analyzing data about events that comprise self-regulated learning (SRL) support discoveries about patterns among events and tests of hypotheses about roles patterns play in learning. Five such methodologies are discussed in the context of four key questions that shape investigations into patterns in SRL. A framework fo...

At the simplest level, metacognition is thinking about the contents and processes of one’s mind. A large body of research in cognitive psychology, extending back to the mid-1960s, has demonstrated that metacognition plays an important role in essentially all cognitive tasks, from everyday behaviors and problem solving to expert performance in the d...

We set the stage for this chapter by recapitulating Winne and Hadwin’s (1998) model of self-regulated learning and identifying three obstacles learners face when they strive to effectively self-regulate learning autonomously. In this context, we provide an overview of the nStudy software system, a web application that offers learners a wide array o...

Interest in learning strategies and study tactics seems at all-time high. In this chapter, approaches to studying are conceptualized as self-regulated learning whereby learners survey tasks, generate goals and devise plans for studying, study and make on-the-spot adaptations, and may substantially renovate studying methods. Relative to this framewo...

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 selections of text and hyperlinks they clicked in the article. Tags and hyperlinks were titled to represent a...

The topic of this chapter is the measurement of students' self-regulated learning (SRL) and its components. The first section develops key points about measurement in general. In the second section, the authors describe a model of SRL and its components that researchers seek to measure—metacognition, intrinsic motivation, strategic action. Currentl...

High quality learning is extensive, well integrated, deep, and supports the use of knowledge in new situations that require adaptation of what has been learned previously. This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. The book addresses relationships between quality of learn...

A program of research is necessary to examine the psychometric properties of instruments designed to measure individuals’ achievement goal orientations. Recently, research on achievement goal orientation has examined the stability of achievement goals to assess how context might influence individuals’ achievement goals. Accordingly, studies are nec...

In theoretical models of self-regulated learning, calibration is one important component in successful learning. Two issues of calibration are explored. First, Nelson (1987) suggested the G (gamma) coefficient is the most appropriate measure of calibration (judgment accuracy) and rejected signal detection theory’s d′ statistic because data commonly...

Philip H. Winne received his PhD in educational psychology from Stanford University in 1976. He is now professor of education and Canada Research chair at Simon Fraser University, British Columbia, Canada. Winne’s research focuses on metacognition and self-regulated learning, specifically, how students monitor qualities of study tactics they use, a...

Self-regulating learners can be characterized as learners who actively research what they do to learn and how well their goals are achieved by variations in their approaches to learning. Extensive research on how and how well learners understand and apply the scientific method demonstrates that they encounter significant challenges in designing and...

Sequential pattern mining is an important challenge in the field of knowledge discovery and data mining. It is a process of discovering and displaying previously unknown interrelationships , clusters, and data patterns with the goal of supporting improved decision-making [1]. The mined knowledge can be used in a wide range of practical applications...

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, there remain challenges. I examine key features of SRL and how they are measured using common tools. I a...

The overall goal of CSCL research is to design software tools and collaborative environments that facilitate social knowledge construction via a valuable assortment of methodologies, theoretical and operational definitions, and multiple structures [Hadwin, A. F., Gress, C. L. Z., & Page, J. (2006). Toward standards for reporting research: a review...

This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and research that focus on actual computer embedded supports, guides, and scaffolds to effectively support the collaborative process. This paper: (a) explores the potential of support in the form of roles, scripts, and prompts to scaffold collaborative engage...

This paper explores the ways three different theoretical perspectives of the social aspects of self-regulated learning [Hadwin, A. F. (2000). Building a case for self-regulating as a socially constructed phenomenon. Unpublished doctoral dissertation, Simon Fraser University, Burnaby, BC, Canada; Hadwin, A. F., & Oshige, M. (2006). Self-regulation,...

Computer-supported collaborative learning (CSCL) is a dynamic and varied area of research. Ideally, tools for CSCL support and encourage solo and group learning processes and products. However, most CSCL research does not focus on supporting and sustaining the co-construction of knowledge. We identify four reasons for this situation and identify th...

Educational technology innovations enable students to collaborate in online educational tasks, across individual, institutional, and national boundaries. However, online interactions across these boundaries are seldom transparent to each other. As a result, students are not motivated to share their best learning practices. Also, there is no singula...

A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. We conducted traditional psychometric and modern Rasch-model analyses of the Achievement Goals Q...

Educational psychology has generated a prolific array of findings about factors that influence and correlate with academic achievement. We review select findings from this voluminous literature and identify two domains of psychology: heuristics that describe generic relations between instructional designs and learning, which we call the psychology...

School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’...

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We suggest that multimedia environments can benefit from learning as well as offer significant capacity to serve as research purposes. Because motivational processes can support or inhibit complex learning, we first review current hypermedia learning models by specifically focusing on how they integrate motivational elements into their frameworks....

This exploratory case study examined in depth the studying activities of eight students across two studying episodes, and compared traces of actual studying activities to self-reports of self-regulated learning. Students participated in a 2-hour activity using our gStudy software to complete a course assignment. We used log file data to construct p...

Ontology serves as the blueprint for knowledge dissemination within and across domains and applications. In general, acquisition of ontological knowledge can be automated in many domains. This paper presents a scenario where we semi-automatically instantiate an ontology associated with meta-cognitive skills, with assistance from human experts. We a...

A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research. A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies Inventory (LASSI; Wein...

The 13th International Conference on Artificial Intelligence in Education (AIED-2007) is being held July 9--13, 2007, in Los Angeles, California. AIED Conferences are organized by the International AIED Society on a biennial basis. The goal of the International ...

The unceasing growth of the Internet has led to new modes of learning in which learners routinely interact on-line with instructors, other students, and digital resources. Much recent research has focused on building infrastructure for these activities, especially to facilitate searching, filtering, and recommending on-line resources known as learn...

Links between students' achievement goal orientations and learning tactics were investigated using software (gStudy) that supports a variety of learning tactics and strategies. An achievement goal questionnaire was administered to 307 students enrolled in an introductory educational psychology course. Data tracing study tactics were logged for 80 o...