Strategy and Category Definition and Descriptive Statistics
| Category and Strategy | Definition | Example | Reference Total | Strategy Percentage |
|---|---|---|---|---|
| Metacognitive | 31.46 | |||
| Goal setting | Determining target results of learning or setting of subgoals | Basically I sit down with my computer and books and follow the work load that appears in the calendar. [sic]. | 9 | 5.06 |
| Strategic planning | Selection of learning strategies or methods to achieve the desired goals | I plan to read a chapter a week and keep up with the assignments (for reaching my goals). | 9 | 5.06 |
| Self-monitoring | Intentional observation and record keeping of behavior, cognition and motivation for learning | Monitoring of learning process:
Monitoring of compreshension:
| 30 | 16.85 |
| Self-evaluation | Making self-judgment and causal attribution about learning performance | I compose my messages (for discussion) first in a text editor to make sure I do not spell anything wrong. … | 8 | 4.49 |
| Cognitive | 33.71 | |||
| Rehearsal | Selecting and encoding information in a verbatim manner | Repetition is what works for me. I read the chapter and than the following week rolls around and I read the next chapter and reread the first one and answer and reanswer [sic] the study questions from the previous chapter. | 46 | 25.84 |
| Organization | Constructing internal connections among information given in the learning material | I usually look for figures and examples in both cases (When I am reading the textbook and online materials). | 7 | 3.93 |
| Elaboration | Making information meaningful and building connections between information given in the learning material and prior knowledge | I write a brief summary to myself regarding each topic (When I am reading the textbook materials) … | 7 | 3.93 |
| Resource Management | 34.83 | |||
| Time management | Scheduling, planning, and managing one's study time. | I usually work on it (coursework) in the morning at the library three times a week because I don't have my kids then. | 16 | 8.99 |
| Environment management | Making one's study environment organized, quiet, and free of visual and auditory distractions | I don't answer the phone when I am studying. I tune out any background noise (to deal with distractions). | 13 | 7.30 |
| Effort regulation | Controlling effort and attention in the face of distractions and uninteresting tasks. | Just try to stay focused and know when to take breaks… keep trudging along even when I'm [sic] really not in the mood to absorb information or study | 11 | 6.18 |
| Help-seeking | Securing assistance from others or tools to cope with academic difficulty | When I do not understand the material or want further insight I usually do a search on the Internet and in classes that are IT or information study related. | 22 | 12.36 |
| Category and Strategy | Definition | Example | Reference Total | Strategy Percentage |
|---|---|---|---|---|
| 31.46 | ||||
| Goal setting | Determining target results of learning or setting of subgoals | Basically I sit down with my computer and books and follow the work load that appears in the calendar. [sic]. | 9 | 5.06 |
| Strategic planning | Selection of learning strategies or methods to achieve the desired goals | I plan to read a chapter a week and keep up with the assignments (for reaching my goals). | 9 | 5.06 |
| Self-monitoring | Intentional observation and record keeping of behavior, cognition and motivation for learning | Monitoring of learning process: I print hard copies of the online material to place in a notebook I keep for the course. I refer to it when I'm submitting assignments. How do you know when you understand something really well? (I know I understand something really well) When I can explain it to somebody else, and answer questions. | 30 | 16.85 |
| Self-evaluation | Making self-judgment and causal attribution about learning performance | I compose my messages (for discussion) first in a text editor to make sure I do not spell anything wrong. … | 8 | 4.49 |
| 33.71 | ||||
| Rehearsal | Selecting and encoding information in a verbatim manner | Repetition is what works for me. I read the chapter and than the following week rolls around and I read the next chapter and reread the first one and answer and reanswer [sic] the study questions from the previous chapter. | 46 | 25.84 |
| Organization | Constructing internal connections among information given in the learning material | I usually look for figures and examples in both cases (When I am reading the textbook and online materials). | 7 | 3.93 |
| Elaboration | Making information meaningful and building connections between information given in the learning material and prior knowledge | I write a brief summary to myself regarding each topic (When I am reading the textbook materials) … | 7 | 3.93 |
| 34.83 | ||||
| Time management | Scheduling, planning, and managing one's study time. | I usually work on it (coursework) in the morning at the library three times a week because I don't have my kids then. | 16 | 8.99 |
| Environment management | Making one's study environment organized, quiet, and free of visual and auditory distractions | I don't answer the phone when I am studying. I tune out any background noise (to deal with distractions). | 13 | 7.30 |
| Effort regulation | Controlling effort and attention in the face of distractions and uninteresting tasks. | Just try to stay focused and know when to take breaks… keep trudging along even when I'm [sic] really not in the mood to absorb information or study | 11 | 6.18 |
| Help-seeking | Securing assistance from others or tools to cope with academic difficulty | When I do not understand the material or want further insight I usually do a search on the Internet and in classes that are IT or information study related. | 22 | 12.36 |