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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Podrobná bibliografie
Vydáno v:	Instructional science Ročník 40; číslo 1; s. 193 - 211
Hlavní autoři:	Bannert, Maria, Reimann, Peter
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Dordrecht Springer 01.01.2012 Springer Netherlands Springer Nature B.V
Témata:	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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Shrnutí:	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.
Bibliografie:	SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14
ISSN:	0020-4277 1573-1952
DOI:	10.1007/s11251-011-9167-4