Supporting self-regulated hypermedia learning through prompts

The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally: Prompting and Prompting with Training. In Experime...

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Veröffentlicht in:Instructional science Jg. 40; H. 1; S. 193 - 211
Hauptverfasser: Bannert, Maria, Reimann, Peter
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Dordrecht Springer 01.01.2012
Springer Netherlands
Springer Nature B.V
Schlagworte:
Academic achievement
CAD
Cognitive style
Computer aided design
Computer Assisted Instruction
Computer based modeling
Control Groups
Education
Educational activities
Educational Environment
Educational Media
Educational Psychology
Groups
Hypermedia
Hypertext
Independent Study
Information structure
Instructional Effectiveness
Learning
Learning Activities
Learning and Instruction
Learning environment
Learning motivation
Learning outcomes
Learning procedures
Learning processes
Learning Strategies
Learning theories
Learning transfer
Mastery learning
Metacognition
Multimedia materials
Outcomes of education
Pedagogic Psychology
Prior learning
Prompting
Regulation
Self control
Self regulation
Students
Teaching Methods
Tests
Training
Self-regulated learning
Hypermedia
Prompts
Metacognition
ISSN:0020-4277, 1573-1952
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Zusammenfassung:The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally: Prompting and Prompting with Training. In Experiment 1, Prompting was tested with a pre-post-test between subject design, including thinking-aloud data. Students of the experimental group (n = 20) were prompted for self-regulation activities that had to be followed while learning basic learning theory. No self-regulation support was offered in the control group (n = 20). In Experiment 2 (Prompting with Training), the experimental group (n = 20) received a short training, in addition to the prompting: the self-regulated learning activities were explained in detail, demonstrated and practiced right before the learning session. Again, no self-regulation support was offered in the control group (n = 20). Analyses of learning processes and learning outcomes confirm partly the positive effects of both measures of self-regulated learning prompts. The more extended measure (with training) had superior effects on students' learning transfer performance and acceptance. Implications for the design of instructional support to improve self-regulated learning with computer-based learning environments are discussed.
Bibliographie:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0020-4277
1573-1952
DOI:10.1007/s11251-011-9167-4