Theorizing and researching levels of processing in self-regulated learning.

Area of Science:

• Learning Science
• Educational Psychology
• Cognitive Psychology

Background:

• The distinction between deep and surface knowledge is a key concept in education.
• Levels of processing theory suggests shallower processing limits knowledge acquisition and retention.
• Empirical evidence generally supports the negative impact of shallow processing on learning outcomes.

Purpose of the Study:

• To conceptualize self-regulated learning (SRL) through the framework of information processing levels.
• To explore how a levels-sensitive approach can be applied to SRL research.
• To integrate the levels construct into existing models of SRL.

Main Methods:

• Conceptual integration of the levels construct into a prominent SRL model.
• Operationalizing the levels construct within the four phases of SRL: surveying, goal-setting/planning, task engagement, and adaptation.
• Utilizing the nStudy software system for detailed, time-stamped trace data collection on learner information processing.

Main Results:

• Self-regulated learning (SRL) can be effectively analyzed using a levels-of-processing framework.
• Operational definitions for researching SRL with a levels-sensitive approach are proposed.
• The nStudy system provides advanced instrumentation for capturing fine-grained learner processing data.

Conclusions:

• Viewing SRL through the levels construct offers a novel research perspective.
• While SRL involves processing complex information, it is not inherently a deeper form of processing itself.
• The levels construct may be more useful for characterizing the information processed within SRL rather than SRL processes per se.