000266672 001__ 266672
000266672 005__ 20190711142257.0
000266672 022__ $$a1877-6345
000266672 02470 $$a000467787900001$$2isi
000266672 0247_ $$a10.1186/s40461-018-0070-y$$2doi
000266672 037__ $$aARTICLE
000266672 245__ $$aWhat makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies
000266672 260__ $$c2018$$aLondon$$bSPRINGEROPEN
000266672 269__ $$a2018-07-31
000266672 336__ $$aJournal Articles
000266672 520__ $$aBackground: The current and future workforce is challenged to adapt to changing environments and become lifelong, self-regulated learners. Learning journals can regulate learning processes through scaffolding reflection on rich experiences. However, learning journals are not effective per se. This study investigates the effects of an online learning journal platform, called 'LearnDoc'; that provides scaffolds for learners in their initial vocational education and training. The specific research questions addressed in this paper are what usage patterns emerge from learners' use of the LearnDoc platform, when do learners create their journal entries, and how do usage patterns and procrastination relate to learners'final exam performance.
000266672 520__ $$aMethods: The LearnDoc platform has been used throughout a 3-year training program by a cohort of Swiss vocational students (N = 132). Different usage patterns (intensity and pacing) and learning strategies (metacognitive and non-metacognitive) were distinguished through a mixed methods approach.
000266672 520__ $$aResults: Results indicate a significant link between learning journal pacing patterns and learners'final assessment performance. Learners who finished with higher grades tended to start generating their learning journals earlier and made more use of the learning strategies"planning, monitoring, debugging" while weaker students focused more on "evaluation". Findings suggest that students' perceptions of the purpose of learning journals influence their pacing strategies and selection of learning strategies.
000266672 520__ $$aConclusions: These results are valuable for the design of effective scaffolds for a better and a more reflective usage of learning journals in vocational education and training.
000266672 650__ $$aEducation & Educational Research
000266672 650__ $$aEducation & Educational Research
000266672 6531_ $$alearning strategies
000266672 6531_ $$alearning journal
000266672 6531_ $$areflection
000266672 6531_ $$ausage pattern
000266672 6531_ $$alongitudinal
000266672 6531_ $$aonline learning environment
000266672 6531_ $$avocational education
000266672 6531_ $$avet
000266672 6531_ $$aself-regulated learning
000266672 6531_ $$astudent journals
000266672 6531_ $$areflection
000266672 6531_ $$aprocrastination
000266672 6531_ $$aeducation
000266672 6531_ $$aquality
000266672 6531_ $$amobile
000266672 700__ $$aSchwendimann, Beat A.$$0247952$$g241314
000266672 700__ $$aKappeler, Gabriel
000266672 700__ $$aMauroux, Laetitia
000266672 700__ $$aGurtner, Jean-Luc
000266672 773__ $$q9$$j10$$tEmpirical Research In Vocational Education And Training
000266672 8560_ $$fpierre.dillenbourg@epfl.ch
000266672 909C0 $$zGrolimund, Raphael$$0252475$$yApproved$$pCHILI$$xU12753$$mpierre.dillenbourg@epfl.ch
000266672 909CO $$particle$$ooai:infoscience.epfl.ch:266672$$pIC
000266672 961__ $$abeatrice.marselli@epfl.ch
000266672 973__ $$aEPFL$$sPUBLISHED$$rREVIEWED
000266672 980__ $$aARTICLE
000266672 980__ $$aWoS
000266672 981__ $$aoverwrite