Alexandra Patzak
Simon Fraser University
MetacognitionFeelingMental healthVariety (cybernetics)Psychological resilienceDevelopmental psychologyIndependent studyMathematics educationSoftware systemPsychologyOperational definitionSelf-handicappingSet (psychology)Time managementCognitionTopic modelSoftware analyticsWork (electrical)Cognitive psychologyProcrastinationStudent engagementData scienceGeneralizability theorySelf-regulated learningCLARITYParagraphFocus (linguistics)Learning analyticsWebQuestFemininityMasculinityLearning ManagementSession (web analytics)KindnessContext (language use)Self-compassionTask (project management)Digital learningAcademic achievementGender roleUndergraduate studentComputer scienceProcess (engineering)Distance educationEvent (computing)Meaning (linguistics)TRACE (psycholinguistics)Big dataSocial psychologyAnalyticsLearning sciencesCoherence (linguistics)
Publications 8
#1Alexandra PatzakH-Index: 4
#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
view all 3 authors...
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: 68
#2Kenny Teng (SFU: Simon Fraser University)H-Index: 1
Last. Jovita Vytasek (SFU: Simon Fraser University)H-Index: 8
view all 10 authors...
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
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
view all 3 authors...
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...
#1Allyson F. Hadwin (UVic: University of Victoria)H-Index: 30
#2Susanne P. LajoieH-Index: 29
Last. Todd MilfordH-Index: 9
view all 11 authors...
Self-regulation of learning (SRL) involves students controlling of their own cognition, behaviour, emotions and motivation through metacognitive awareness of their conditions and situations (Winne & Hadwin, 1998). While this self-reflective process is argued to be adaptive, students may also exhibit maladaptive responses through poorly orchestrated SRL skills. What is considered maladaptive, however, may be relative to one’s goal; the same behaviour can be adaptive in one’s current context but m...
#1Alexandra Patzak (SFU: Simon Fraser University)H-Index: 4
#2Jovita Vytasek (SFU: Simon Fraser University)H-Index: 8
Our systematic review analyzes operational definitions of TM, and identifies relations of TM to performance in post-secondary education and work contexts. A broad set of search terms were used to identify 227 sources; culled to 49 after review. Theoretical and operational definitions of TM vary considerably, limiting generalizability of empirical findings, clarity of recommendations, and opportunity to meta-analytically explore effect sizes. Procrastination consistently negatively related to TM....
#1Alexandra Patzak (SFU: Simon Fraser University)H-Index: 4
#2Marlene Kollmayer (University of Vienna)H-Index: 6
Last. Barbara Schober (University of Vienna)H-Index: 18
view all 3 authors...
The impostor phenomenon (IP) refers to high-achievers who underestimate their abilities and thus fear being unmasked as impostors. IP sufferers attribute their success to factors other than their abilities, entailing negative emotions, unfavorable motivations, and reduced well-being. The IP was originally conceptualized as a predominantly female experience, and is thus seen as an important psychological barrier for female academic careers. Empirical findings of gender differences in the IP are e...
9 CitationsSource
#1Philip H. WinneH-Index: 68
#2Jovita VytasekH-Index: 8
Last. John C. NesbitH-Index: 24
view all 15 authors...
Learners working on major learning projects, such as an undergraduate thesis, frequently engage in information problem solving (IPS). In round-trip IPS, learners set goals and develop a work plan, search for and filter sources, critically analyze and mine key information, and draft and revise a final product. Information problem solving is a prime site for self-regulated learning (SRL) whereby learners formulate and carry out self-designed experiments to improve IPS skills and expand knowledge a...
8 CitationsSource