Philip H. Winne
Simon Fraser University
MetacognitionEducational psychologySociologyMathematics educationPsychologyEducational technologyCognitionConstruct (philosophy)Cognitive psychologyCognitive sciencePedagogyData scienceSelf-regulated learningLearning analyticsContext (language use)Task (project management)Academic achievementEducational researchComputer scienceSocial psychologyLearning sciences
Publications 204
#1Allyson F. HadwinH-Index: 30
#2Sarah K. DavisH-Index: 8
Last. Philip H. WinneH-Index: 68
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1 CitationsSource
Mar 4, 2019 in LAK (Learning Analytics and Knowledge)
#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: 68
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Revision is important but challenging for novice writers, particularly in post-secondary education where opportunities for personalized feedback are limited. Inexperienced writers typically overlook revision; when they do revise, they focus on surface errors rather than global revisions that enhance meaning and coherence. Writing analytics can automate personalized prompts to guide revision. We use topic modelling LDA as grounds for an analytic to scaffold holistic revision at paragraph and essa...
#1Philip H. WinneH-Index: 68
#2Zahia MarzoukH-Index: 4
1 CitationsSource
Jan 1, 2019 in ILAKC (International Learning Analytics & Knowledge Conference)
#1Mladen Rakovic (SFU: Simon Fraser University)H-Index: 4
#2Zahia Marzouk (SFU: Simon Fraser University)H-Index: 4
Last. Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
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#1Mingming ZhouH-Index: 19
#2Olusola O. AdesopeH-Index: 22
Last. John C. NesbitH-Index: 24
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We examined whether undergraduates’ achievement goal orientations could be represented as profiles and whether profiles were linked to self-reported motivation, epistemic beliefs and academic achie...
3 CitationsSource
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
Learning projects are major academic assignments. They benefit from productive self-regulated learning to improve skills for solving information problems of searching for, analyzing, mining and organizing unfamiliar content. Findings from randomized controlled trials (RCTs), the “gold standard” for research, are recommended to meet these needs but RCTs poorly serve this purpose. A state-of-the-art learning technology, nStudy, is proposed to support a new approach to learning science and help fil...
3 CitationsSource
#1Krista R. Muis (McGill University)H-Index: 25
#2Gale M. Sinatra (SC: University of Southern California)H-Index: 48
Last. Brendan Munzar (McGill University)H-Index: 2
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Abstract We explored the role that epistemic emotions play in conceptual change, specifically whether task value served as an antecedent to these emotions and whether type of text (refutation or expository) moderated relations between task value, epistemic emotions, and learning strategies. One hundred twenty university undergraduates completed a measure of misconceptions about genetically modified foods and were randomly assigned to study an expository or refutation text. After studying, partic...
8 CitationsSource
#1Kiran Bisra (SFU: Simon Fraser University)H-Index: 1
#2Qing Liu (SFU: Simon Fraser University)H-Index: 4
Last. Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
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Self-explanation is a process by which learners generate inferences about causal connections or conceptual relationships. A meta-analysis was conducted on research that investigated learning outcomes for participants who received self-explanation prompts while studying or solving problems. Our systematic search of relevant bibliographic databases identified 69 effect sizes (from 64 research reports) which met certain inclusion criteria. The overall weighted mean effect size using a random effect...
23 CitationsSource
Background Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired knowledge, and shorten the life span of recently acqui...
25 CitationsSource
#2Philip H. Winne (OSU: Ohio State University)H-Index: 68
Contents: P.H. Winne, P.A. Alexander, Foreword. Part I: Foundations of the Discipline. D.C. Berliner, Educational Psychology: Searching for Essence Throughout a Century of Influence. R.C. Calfee, Educational Psychology in the 21st Century. E. Bredo, Conceptual Confusion and Educational Psychology. Part II: Development and Individual Differences. S.G. Paris, F.J. Morrison, K.F. Miller, Academic Pathways From Preschool Through Elementary School. A. Wigfield, J.P. Byrnes, J.S. Eccles, Development D...
2,771 CitationsSource