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Title: Monitoring: A Strategy to Detect Imminent Mistakes
Authors: Jossberger, Helen
Brand-Gruwel, Saskia
Boshuizen, Els
Van de Wiel, Margje
Keywords: self-regulated learning
vocational education
Issue Date: 9-Nov-2010
Abstract: The aim of this empirical study was to unravel generic self-regulated learning behaviours and to seek to investigate micro processes of planning, monitoring, and evaluating in workplace simulations. Eighteen students from upper secondary vocational education participated. Students were observed during a practical lesson and interviewed afterward to gain detailed insights into their behaviours, thoughts, and (inter)actions. Information was collected on the way they executed a task, how they dealt with problems and mistakes and why they interacted with peers or the teacher. Students self-regulated during task execution. Monitoring appeared to be an activity that was regularly executed by keeping a close eye on the product students were working on. Teachers were consulted when students had doubts and needed confirmation or when they wanted more information. They consulted their peers when they wanted to get a faster answer and thought that this peer had enough knowledge to help them out.
Description: Jossberger, H., Brand-Gruwel, S., Boshuizen, H. P. A., & Van de Wiel, M. (2010, August). Monitoring: A strategy to detect imminent mistakes. In D. Sembill (Chair), Human Fallibility: The Ambiguity of Errors for Work and Learning. Symposium conducted at the EARLI Learning and Professional Development SIG Conference, Munich, Germany.
Appears in Collections:1. LC: Publications and Preprints

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