The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learnin
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The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning Matthias Nückles 1 Alexander Renkl 3
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& Julian Roelle & Inga Glogger-Frey & Julia Waldeyer &
# The Author(s) 2020
Abstract
We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold selfregulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing needs to be instructionally supported. Accordingly, we have set up a research program—the Freiburg Self-Regulated-JournalWriting Approach—in which we developed and tested different instructional support methods to foster learning outcomes by optimizing cognitive load during self-regulated learning by journal writing. We will highlight the main insights of our research program which are synthesized from 16 experimental and 4 correlative studies published in 16 original papers. Accordingly, we present results on (1) the effects of prompting germane processing in journal writing, (2) the effects of providing worked examples and metacognitive information to support students in effectively exploiting prompted journal writing for self-regulated learning, (3) the effects of adapting and fading guidance in line with learners’ expertise in self-regulated learning, and (4) the effects of journal writing on learning motivation and motivation to write. The article closes with a discussion of several avenues of how the Freiburg Self-Regulated-Journal-Writing Approach can be developed further to advance research that integrates self-regulated learning with cognitive load theory. Keywords Journal writing . Self-regulated learning . Cognitive and metacognitive learning strategies . Cognitive load theory . Prompts . Worked examples
* Matthias Nückles [email protected]–freiburg.de Extended author information available on the last page of the article
Educational Psychology Review
Writing, just as reading, is basic to academic learning both in school and at the university (Phillips and Norris 2009). In academic writing tasks such as learning journals or essays, learners are supposed to develop their ideas about subject matter in a self-determined way and thereby to construct sustainable knowledge. With the advent of a scientific writing pedagogy in the early seventies of the last century, the idea was born that writing is a natural tool for thinking and learning. This idea of writing as a learning tool (see also Tynjälä et al. 2012) was first suggested by the educational reform movement “writing across the curriculum” in the UK and soon spread over to many high schools and universities in the U
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