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Self -regulated learning in Web -based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs
This study investigated self-regulated learning in a web-based setting. SRL is defined as a learner's intentional efforts to manage and direct complex learning activities and is composed of three primary components including cognitive strategy use, metacognitive processing, and motivational beliefs. In the present study, these three components are defined relative to note-taking methods (cognitive component), the presence of self-monitoring prompts (metacognitive component), and the presence of academic self-efficacy building statements (motivation component). Research is reviewed relative to each SRL component in isolation in conjunction with other components. One hundred nineteen students were assigned randomly to one cell in a 2 x 2 x 2 design. The first factor corresponded to the note-taking condition. Students took notes in a matrix or a free form method. The second factor was presence or absence of self-monitoring prompts. The third factor was presence or absence of academic self-efficacy building statements. Students took notes from a web site about educational measurement and completed three achievement tests. Results indicated note-taking method had an influence on both information gathered and achievement. Further, academic self-efficacy building statements influenced students' self-reported beliefs in their capacity to succeed. Finally, self-monitoring prompts influenced achievement. Results are discussed relative to SRL theory, classroom application, and web-based instructional design. ^
Education, Educational Psychology|Education, Technology of
Kauffman, Douglas F, "Self -regulated learning in Web -based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs" (2001). ETD collection for University of Nebraska - Lincoln. AAI3022640.