Philip H. Winne
Simon Fraser University
MetacognitionEducational psychologySociologyMathematics educationPsychologyEducational technologyCognitionCognitive psychologyCognitive sciencePedagogyData scienceSelf-regulated learningLearning analyticsTask (project management)Academic achievementEducational researchExperiential learningComputer scienceSocial psychologyLearning sciences
Publications 204
#1Mladen Rakovic (Monash University, Clayton campus)H-Index: 4
Last. Daniel Chang (SFU: Simon Fraser University)H-Index: 2
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#1Mladen RakovicH-Index: 4
#2Philip H. WinneH-Index: 64
Last. Daniel ChangH-Index: 2
view all 4 authors...
#1Mladen Rakovic (UNC: University of North Carolina at Chapel Hill)H-Index: 4
#2Zahia Marzouk (SFU: Simon Fraser University)H-Index: 4
Last. John C. Nesbit (SFU: Simon Fraser University)H-Index: 24
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Abstract Collaborative discussions should engage all students, not just a few who dominate (“leaders”) while others participate as “followers” (Zhu, 2006). Cunningham (1991) noted that collaborating learners bring, discuss and debate multiple perspectives to develop their own position while acknowledging others' views. Higher levels of knowledge construction emerged when posts stimulated frequent reply by multiple participants (Aviv, Erlich, Ravid, & Geva, 2003) and were strongly content- and ta...
3 CitationsSource
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 64
Abstract This article analyzes the concept of validity to set out key factors bearing on claims about validity in general and particularly regarding learning analytics. Because uses of trace data in learning analytics are increasing rapidly, specific consideration is given to reliability of trace data and their role in claiming validity for interpretations grounded on trace data. This analysis reveals the essential and inescapable role of theory in deciding what trace data should be gathered and...
4 CitationsSource
Learner modeling systems so far formulated model learning in three main ways: a learner’s “position” within a lattice of declarative and procedural knowledge about highly structured disciplines such as geometry or physics, a learner’s path through curricular tasks compared to milestones, or profiles of a learner’s achievements on a set of tasks relative to mastery criteria or a peer group. Opening these models to learners identifies for them factors and relations among factors. Open learner mode...
#1Ian Thacker (SC: University of Southern California)H-Index: 4
#2Gale M. Sinatra (SC: University of Southern California)H-Index: 50
Last. Marianne Chevrier (McGill University)H-Index: 5
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We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were then randomly assigned to receive additional information about advantages of GMFs, disadvantages of GMFs, or both. After studying, students reading about...
5 CitationsSource
#1Jovita Vytasek (SFU: Simon Fraser University)H-Index: 8
#2Alexandra Patzak (SFU: Simon Fraser University)H-Index: 4
Last. Philip H. Winne (SFU: Simon Fraser University)H-Index: 64
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Volumes of detailed information are now unobtrusively collected as students use learning management systems and digital learning environments in their studies. This significantly elevates opportunities to better understand how students learn. The learning analytics community is exploring these data to describe learning processes [117] and ground recommendations for improved learning environments [8, 102, 139]. One challenge in this work is need for more and more detailed information about each s...
5 CitationsSource
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 64
ABSTRACTThis special issue presents a sample of modern work on self-regulated learning (SRL) among high ability and gifted students. It includes diverse views about the construct per se, and gifted...
1 CitationsSource
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 64
#2Kenny Teng (SFU: Simon Fraser University)H-Index: 1
Last. Jovita Vytasek (SFU: Simon Fraser University)H-Index: 8
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Data used in learning analytics rarely provide strong and clear signals about how learners process content. As a result, learning as a process is not clearly described for learners or for learning scientists. Gasevic, Dawson, and Siemens (2015) urged data be sought that more straightforwardly describe processes in terms of events within learning episodes. They recommended building on Winne’s (1982) characterization of traces — ambient data gathered as learners study that more clearly represent w...
6 CitationsSource
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 64
Abstract Studies described in this special issue take bold steps in using diverse instrumentation to gather multidimensional data about self-regulated learning, and apply novel analytic methods to examine those data. I explore these advances from a perspective that foregrounds the role of a paradigm – coherent theoretical propositions and methodological properties – that underlie and contextualize the research. Several suggestions are offered for consideration about interpreting findings and des...
17 CitationsSource