Logbücher als Instrument zur Förderung des selbstregulierten Lernens

Abstract

This article explores how students at the University School Dresden use logbooks as a tool for planning and implementing their learning. Based on a longitudinal qualitative content analysis, logbook entries were evaluated over three school years to gain insights into individual development processes of self-regu-lated learning. The results show three different patterns of logbook use: an increas-ingly differentiated and coherent usage profile, a continuously stable and moder-ately expanded approach, and an episodic, situationally fluctuating pattern. These differences relate primarily to the pre-action planning and action-based processing of learning modules and point to different ways of acquiring self-regulatory strat-egies. The analysis was deliberately exploratory and could not take all SRL phases into account equally; in particular, the reflection phase was not considered. Never-theless, the study reveals how learners develop individual forms of goal setting and process control in everyday school life and how logbooks can be used as a diag-nostic tool to support such development processes. The longitudinal perspective offers valuable insights for the design of learning support and school development in open, self-directed learning settings.