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
208Publications
68H-index
11.9kCitations
Publications 204
Newest
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
Learners self-regulate learning when they examine the learning environment and monitor learning processes to inform decisions about managing learning processes. Under the assumption that learners are agents with inherent capability to make and act on decisions, self-regulated learning (SRL) is ubiquitous. Decisions learners make about regulating learning, however, can promote or impede achievement and other valued outcomes. Research on SRL and its roles in education faces multiple challenges. Ev...
8 CitationsSource
#1Krista R. Muis (McGill University)H-Index: 25
#2Philip H. WinneH-Index: 68
Last. John RanellucciH-Index: 11
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Do achievement goals change across time in response to performance feedback? Does goal orientation relate to calibration of estimated to actual achievement? We studied these issues over three tasks spanning a semester-long course where ninety-nine undergraduates received feedback about performance on each task. Learners were consistently and quite substantially biased in estimating performance with bias inversely related to actual performance. Goal orientation was not stable across time as a fu...
2 CitationsSource
#1Gregory Trevors (UMN: University of Minnesota)H-Index: 14
#2Krista R. Muis (McGill University)H-Index: 25
Last. Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
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Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experimental design, 120 undergraduate students responded to...
48 CitationsSource
#1Zahia MarzoukH-Index: 4
#2Mladen RakovicH-Index: 4
Last. Philip H. WinneH-Index: 68
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2 Citations
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
Articles in this special issue on regulation of learning in computer-supported collaborative learning apply tools across the spectrum of qualitative and quantitative methods to investigate self-, co- and socially shared regulation of learning. As well, a careful consideration of each of these constructs is provided. I briefly review these contributions to identify unique and forward-looking approaches to research in this vibrant area of research. A particular opportunity is recommended for futur...
17 CitationsSource
#1Philip H. WinneH-Index: 68
#2Krista R. MuisH-Index: 25
Source
#1Ido Roll (UBC: University of British Columbia)H-Index: 26
#2Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research in the intersect of self-regulated learning and learning analytics, bridging communities, disciplines, and schools of thoughts. In this editorial, we introduce the papers an...
66 CitationsSource
#1Lydia Odilinye (SFU: Simon Fraser University)H-Index: 1
#2Fred Popowich (SFU: Simon Fraser University)H-Index: 17
Last. Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
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Automatic question generation from text has been used and adapted to online and self-directed learning platforms. We incorporate methods into the automatic question generation process that are designed to improve question quality by aligning them to the specified pedagogical goals and to a learner's model. This is achieved by extracting, ranking and filtering relevant sentences in the given learning document as well as the questions automatically generated by their semantic associations to the l...
3 CitationsSource
Society depends on knowledge workers (KWs) to identify, characterize and propose solutions to the many significant challenges it faces. KWs contend with ever changing information technology (IT) and bemoan ”information overload.” They commonly consult literature (e.g., Allen, 2001) and use productivity software that, regrettably, fail to leverage key findings in cognitive science. Can cognitive science help KWs process information and learn with technology? Yes, provided we directly address thei...
#1Liaqat Ali (SFU: Simon Fraser University)H-Index: 6
#2Marek Hatala (SFU: Simon Fraser University)H-Index: 34
Last. Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
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This study aims to investigate how students’ motivated strategies of learning and their achievement goal orientations relate to their academic behaviours and performance in the context of online leaning systems. The study also develops and validates a relational model between students’ learning strategies and achievement goals.
8 CitationsSource