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SRL processes). On average, during a 60 min learning session learners used approx-
imately two learning strategies every minute and made a metacognitive judgment
approximately once every 4 min while using the nonadaptive version of MetaTutor.
Figure 11.3 represents another approach to examining the fluctuation of SRL
processes over time. This figure illustrates average frequencies of four classes of
SRL over a 60 min learning session in our initial MetaTutor experiment. To exam-
ine trends and changes in SRL over time, the 60 min sessions were divided into six
10 min segments, as indicated by the x -axis. The y -axis indicates average frequency
of the four classes of SRL: planning, monitoring, learning strategies, and handling
task difficulty and demands. Learning strategies show the highest trend throughout
the learning session, peaking in the first 20 min and gradually declining as the ses-
sion progresses. Monitoring processes have the second highest frequency, although
they appear to occur far less frequently than learning strategies (averaging fewer
than five times for each time interval). Despite the low frequency of monitoring pro-
cesses, it is still a step in the right direction to see learning strategies and moni-
toring occurring most frequently during the session, because these two classes are
assumed to be the central hubs of SRL. Processes related to planning and handling
task difficulty and demands occur least frequently, and do not occur at all in many
time intervals.
A closer examination of the same data by SRL processes within each class is even
more revealing. On average, these same learners are learning about the biology con-
tent by taking notes, previewing the captions, re-reading the content, and correctly
summarizing what they have read more often than any other strategy. Unfortunately,
they are not using other key learning strategies (e.g., coordinating informational
sources, drawing, knowledge elaboration) that are associated with conceptual gains
(see Azevedo, 2009; Greene & Azevedo, 2009). Another advantage of converging
concurrent think-aloud data with time-stamped video data is that we can calculate
the mean time spent on each learning strategy. For example, an instance of taking
notes lasts an average of 20 s while drawing lasts an average of 30 s. Learners are
Fig. 11.3 Proportion of SRL processes (by class) during a 60 min learning task with MetaTutor
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