Integrative Analysis of Self-Regulated Learning Ability and Problem-Solving Among Experts and Novices

DOI

10.2991/assehr.k.220131.190How to use a DOI?

Keywords

Self-regulated Learning; Self-Monitoring; Problem-Solving; Expert Learning; Novice Learning

Abstract

One primary goal for educational professionals is to guide learners through learning and assist individuals in achieving mastery from novelty (expert-level would be ideal) in specific fields. Nevertheless, along with this transformation, in many academic subjects like physics, math and computer science, novices in the beginning stage are often restricted by unsuccessful application of their cognitive ability in problem-solving. One core distinction between experts and novices is the self-regulated learning ability. Experts tend to be more sophisticated in planning, making strategies, and monitoring self-performance. To understand the integration of self-regulation and experts’ problem-solving ability, the paper will 1). distinguish how experts and novices solve problems differently, 2). explore self-monitoring and applicable training to foster greater self-regulation, and 3). integrate two research areas to examine how to expertise in specific areas through self-regulation training. And finally, the educational implications will be briefly addressed.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Xiru Sun
PY  - 2022
DA  - 2022/02/01
TI  - Integrative Analysis of Self-Regulated Learning Ability and Problem-Solving Among Experts and Novices
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 1050
EP  - 1054
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.190
DO  - 10.2991/assehr.k.220131.190
ID  - Sun2022
ER  -