%0 Journal Article
%T Exploring counter-theoretical instances of graduate learners¡¯ self-regulatory processes when using an online repository
%A Kamran Shaikh
%A Amna Zuberi
%A Vivek Venkatesh
%J Revue Internationale des Technologies en P¨¦dagogie Universitaire
%D 2012
%I Conf¨¦rence des recteurs et principaux des universit¨¦s du Qu¨¦bec [CREPUQ]
%X [English] Academic self-regulation theories have proposed that learning involves a complex set of cognitive and metacognitive mechanisms that are enacted in phases. These phases include task understanding, strategy adoption, monitoring, and reflection. Whereas classical approaches to self-regulation contend that these phases work together to influence academic performance, the empirical research reported herein reveals that, for essay writing in an online learning environment, improved self-regulation is not necessarily associated with improved learning outcomes. We begin by reviewing frameworks for academic self-regulation, specifically in the context of learners¡¯ experiences in online repositories equipped with Topic Maps (ISO 13250) indexes. We then offer explanations for counter-theoretical interactions found between task understanding (a frontline phase of self-regulation) and academic performance in 38 graduate learners who used Topic Maps to tackle ill-structured essay tasks. Our investigation sheds light not only on how learners¡¯ perceptions of feedback facilitate task understanding, but also on the complex relationship between task understanding and monitoring proficiencies. [Fran ais] Les th¨¦ories de l¡¯auto-r¨¦gulation acad¨¦mique proposent que le processus complexe d¡¯apprentissage est contr l¨¦ par une s¨¦rie de m¨¦canismes cognitifs et metacognitifs qui se manifestent en phases dont la compr¨¦hension des taches, l¡¯adoption des strat¨¦gies, l¡¯auto-mod¨¦ration et la r¨¦flexion. Alors que les orientations classiques de l¡¯auto-r¨¦gulation proposent que ces phases travaillent ensemble pour influencer la performance acad¨¦mique, la recherche empirique r¨¦v¨¦l¨¦e dans cet article montre que, dans un contexte d¡¯apprentissage en ligne, une am¨¦lioration de l¡¯auto-r¨¦gulation ne refl¨¨te pas n¨¦cessairement une am¨¦lioration de la performance acad¨¦mique. Nous pr¨¦senterons d¡¯abord une synth¨¨se des cadres de l¡¯auto-r¨¦gulation acad¨¦mique pour mieux refl¨¦ter les exp¨¦riences des 38 apprenants du deuxi¨¨me cycle qui ont utilis¨¦ un d¨¦p t de documents ¨¦quip¨¦ d¡¯un index   Topic Maps   pour compl¨¦ter des essais. Nous proposerons ensuite des raisons qui expliquent les instances contre-th¨¦orique dans les relations entre la compr¨¦hension des taches et la performance acad¨¦mique ainsi qu¡¯entre la compr¨¦hension des taches et l¡¯auto-mod¨¦ration de ces apprenants.
%K self-regulation
%K essay writing
%K online learning
%K learning outcomes
%K online repositories
%K Topic Maps
%U http://www.ritpu.org/IMG/pdf/RITPU_v09_n01-02_06.pdf