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Activation of Learning Strategies When Writing Learning Protocols: The Specificity of Prompts Matters

  • Inga Glogger
  • Rolf Schwonke
  • Lars Holzäpfel
  • Matthias Nückles
  • Alexander Renkl

Writing learning protocols has proven to be an effective instrument to foster self-regulated learning.

Keywords

Learning Strategy Secondary School Student Blended Learning Metacognitive Activity Learning Diary 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

  1. Berthold, K., Nückles, M., & Renkl, A. (2004). Writing learning protocols: Prompts foster cognitive and metacognitive activities as well as learning outcomes. In P. Gerjets, J. Elen, R. Joiner, & P. Kirschner (Eds.), Instructional design for effective and enjoyable computer-supported learning (pp. 193–200). Tübingen: Knowledge Media Research Center.Google Scholar
  2. Flavell, J. H., Beach, D. R., & Chinsky, J. M. (1966). Spontaneous verbal rehearsal memory tasks as a function of age. Child Development, 37, 283-289.CrossRefGoogle Scholar
  3. Nückles, M., Schwonke, R., Berthold, K., & Renkl, A. (2004). The use of public learning diaries in blended learning. Journal of Educational Media, 29, 49-66.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Inga Glogger
    • 1
  • Rolf Schwonke
    • 1
  • Lars Holzäpfel
    • 1
  • Matthias Nückles
    • 1
  • Alexander Renkl
    • 1
  1. 1.University of Freiburg Institute of PsychologyGermany

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