Analytics of Planning Behaviours in Self-Regulated Learning: Links with Strategy Use and Prior Knowledge

Abstract

A sophisticated grasp of self-regulated learning (SRL) skills has become essential for learners in computer-based learning environment (CBLE). One aspect of SRL is the plan-making process, which, although emphasized in many SRL theoretical frameworks, has attracted little research attention. Few studies have investigated the extent to which learners complied with their planned strategies, and whether making a strategic plan is associated with actual strategy use. Limited studies have examined the role of prior knowledge in predicting planned and actual strategy use. In this study, we developed a CBLE to collect trace data, which were analyzed to investigate learners' plan-making process and its association with planned and actual strategy use. Analysis of prior knowledge and trace data of 202 participants indicated that 1) learners tended to adopt strategies that significantly deviated from their planned strategies, 2) the level of prior knowledge was associated with planned strategies, and 3) neither the act of plan-making nor prior knowledge predicted actual strategy use. These insights bear implications for educators and educational technologists to recognise the dynamic nature of strategy adoption and to devise approaches that inspire students to continually revise and adjust their plans, thereby strengthening SRL.