Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada.
Br J Educ Psychol. 2018 Mar;88(1):9-20. doi: 10.1111/bjep.12173. Epub 2017 Aug 9.
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 acquired knowledge.
I recapitulate major accounts of levels or depth of information and information processing to set a stage for conceptualizing, first, self-regulated learning (SRL) from this perspective and, second, how a "levels-sensitive" approach might be implemented in research about SRL.
I merge the levels construct into a model of SRL (Winne, 2011, Handbook of self-regulation of learning and performance (pp. 15-32), New York: Routledge; Winne, 2017b, Handbook of self-regulation of learning and performance (2 ed.), New York: Routledge; Winne & Hadwin, 1998, Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Lawrence Erlbaum) conceptually and with respect to operationally defining the levels construct in the context of SRL in relation to each of the model's four phases - surveying task conditions, setting goals and planning, engaging the task, and composing major adaptations for future tasks. Select illustrations are provided for each phase of SRL. Regarding phase 3, a software system called nStudy is introduced as state-of-the-art instrumentation for gathering fine-grained, time-stamped trace data about information learners select for processing and operations they use to process that information.
Self-regulated learning can be viewed through a lens of the levels construct, and operational definitions can be designed to research SRL with respect to levels. While information can be organized arbitrarily deeply, the levels construct may not be particularly useful for distinguishing among processes except in a sense that, because processes in SRL operate on information with depth, they epiphenomenally acquire characteristics of levels. Thus, SRL per se is not a deeper kind of processing. Instead, it is processing more complex - deeper - information about a different topic, namely processes for learning.
深度知识与表面知识是教育工作者广泛讨论的话题。在学习科学和心理学领域，一个相应的结构——加工层次，受到了广泛的理论和实证关注。在这两个领域中，较低层次的信息和较浅层次的加工被预测并普遍被经验证明会限制学习者获得的知识，限制他们对新获得知识的应用，缩短新获得知识的保质期。
我概述了关于信息和信息加工的深度或层次的主要观点，为从这个角度概念化自我调节学习（SRL）奠定基础，其次是如何在关于 SRL 的研究中实施“层次敏感”方法。
我将层次结构纳入 SRL 模型（Winne，2011，学习和表现的自我调节手册（第 15-32 页），纽约：Routledge；Winne，2017b，学习和表现的自我调节手册（第 2 版），纽约：Routledge；Winne 和 Hadwin，1998，教育理论和实践中的元认知（第 277-304 页）。马萨诸塞州：劳伦斯·埃尔伯姆），从概念上和操作上定义了 SRL 中的层次结构，与模型的四个阶段——调查任务条件、设定目标和计划、参与任务以及为未来任务组成主要调整——中的每个阶段相关。为 SRL 的每个阶段提供了选择示例。关于第 3 阶段，引入了一个名为 nStudy 的软件系统，作为收集有关学习者选择进行处理的信息以及他们用于处理该信息的操作的精细、时间戳跟踪数据的最新仪器。
自我调节学习可以通过层次结构的视角来看待，并且可以设计操作定义来研究 SRL 与层次结构的关系。虽然信息可以任意深度地组织，但层次结构可能除了在某种意义上对过程没有特别有用，因为 SRL 中的过程是对深度信息的操作，它们偶然地获得了层次结构的特征。因此，自我调节学习本身并不是一种更深层次的处理。相反，它是处理关于不同主题的更复杂——更深层次——的信息，即学习过程的信息。
