High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules (original) (raw)
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Mediterranean Journal of Social Sciences, 2015
In the present study the relation between metacognitive and self regulated learning strategies and academic performance was explored. Research objectives were: (a) to highlight the presence of homogeneous subgroups of students on metacognitive and self regulated learning strategies and (b) to test group differences on academic performance. Learning Strategies Questionnaire (QSA), (Pellerey,1996) was administered to 647 students with an average age of 18.6 years (SD=1.04) attending their 4th or 5th year of high school. QSA measures 14 factors: 7 cognitive, 7 affective and motivational. Cluster analysis evidenced the presence of three types of students in using learning strategies. The results have highlighted the profile of student efficacy on the one hand, with a efficacious strategic and motivational aspects related to study. On the other hand, there are two profiles of weaker students: first type shows an insufficiency in both cognitive and affective-motivational aspects, the second one evidences an inadequacy of emotion regulation compensated for by sufficient cognitive strategies. The three groups showed, as expected, significant differences in their academic achievement. Findings are discussed in theoretical and applicative terms.
Cuesta, L. (2010). Metacognitive instructional strategies: a study of e-learners´ self-regulation.
Cuesta, L. (2010). Metacognitive instructional strategies: a study of e-learners´ self-regulation. In the Fourteenth International CALL Conference Proceedings: Motivation and Beyond. ISBN: 978-9057282973
This session reports the results of a research study to determine the effect of metacognitive instructional strategies in the self-regulation of a group of graduate students in a virtual learning environment. The study relies on the theoretical foundations posed by Albert Bandura (1987) and Mateos (2001). It follows a mixed-methods approach framed within an action research methodological framework. The researcher poses a taxonomy of metacognitive instructional strategies based on Bandura´s self-regulation stages (self-observation, selfjudgment, self- reaction) and their corresponding analysis criteria. The study found a significant and positive correlation between students´ self-efficacy, self-monitoring, proximal goal-setting, and overall performance. The results also show that subjects who gradually develop through each stage are more likely to establish successful personal, academic, and social relationships.
Th eon-line assessment of metacognitive skills in a computerized environment
Metacognitive skills regulate and control learning processes. For assessing metacognitive skills in learners, on-line assessment is required during actual task performance. An unobtrusive on-line method is the analysis of learner activities that are registered in logfiles of computerized tasks. As logfiles cannot reflect the learner's metacognitive considerations for enacting specific activities, logfile analysis should be validated against other on-line methods. Also, external validity of logfile measures needs to be established with related measures, such as learning performance. Fifty-two second-year students (13 years) from pre-academic education performed a computerized inductive-learning task. Traces of learner activities were stored in logfiles and automatically scored on indicators of metacognitive skills. Afterwards, participants completed learning-performance posttests. Results show high convergent validity between logfile indicators and human judgments of traced learner activities. Moreover, external validity was obtained for logfile measures in relation to learning performance (but not regarding participants' IQ scores). Implications for logfile analysis are discussed.
The effect of individual differences in the development of metacognitive strategy knowledge
Instructional Science, 2014
The aim of this study was to investigate the development of metacognitive strategy knowledge (MSK) during schooling at the upper secondary education level and to examine its relation with individual student characteristics. This longitudinal study with two measurement points analyzed a sample of students in grades 10 and 11 from 19 schools preparing students for university in Switzerland. The findings showed no development of MSK within a single year of school. Individual differences appeared in the level and the change of MSK over time. Female students as well as students with higher SES displayed higher MSK than male students and students with lower SES at the first measurement point. Furthermore, SES predicted changes in MSK over time. Between learning motivation and MSK as well as self-efficacy and MSK, high correlations were found at t1. Neither learning motivation nor self-efficacy had an effect on the change of MSK over time. The results show that there is still substantial potential for MSK development at the upper secondary education level. Implications for education and further studies are discussed.
It is important that the educational system helps learners develop a general ability to get up to speed quickly in new domains. In order to do that students need to be able to manage their learning, for example, by setting goals, planning their learning, monitoring their progress, and responding appropriately to difficulties and errors. These general learning skills are often referred to as metacognition, or self-regulated learning (SRL). Bransford et al. [3] suggest focusing on metacognition as one of three principles that should be applied to educational research and design, as stated in the influential volume "How People Learn." A similar recommendation is given also in Clark and Mayer's [4] book about e-learning design principles. Azevedo and colleagues have found that students who regulate their learning in a hypermedia environment are more likely to acquire deep understanding of the target domain [2]. A key question is whether instructional technology can be as effective in fostering metacognitive skills as it is in teaching domain-specific skills and knowledge. Numerous learning environments include metacognitive support in order to improve domain-level learning (e.g., [5] and [1] support self-explanation in order to promote learning of Physics and Geometry, respectively.) However, only a few systems actually attempt to help students to acquire or improve the metacognitive skills themselves (and not only the domain-level knowledge). Some work suggests that improving metacognitive and SRL skills can be done using educational technologies. Examples include the Help Tutor [6], Betty's Brain [7] and MetaTutor [2]. However, a lot remains to be known about the fashion in which educational technologies can support the acquisition of metacognitive and SRL skills. The modeling, tutoring, and evaluation of metacognitive skills and knowledge poses a number of challenges:
Achieving metacognition through cognitive strategy instruction
The purpose of this paper is to present hands-on techniques that could help achieve higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) of Bloom’s revised taxonomy (2001) and progress towards self-actualization, the top of Maslow’s hierarchy (Maslow, 1987). These results can be achieved by combination of 3A approach (Apaydin, 2014) and integrative learning (Inkpen and Crossan, 1995). According to Bransford et al. (2000), a ‘metacognitive’ approach to instruction can help students learn to take control of their own learning and ultimately master an area of inquiry. While students’ thinking about their own learning is not an inherent part of other interactive methods such as a flipped classroom, it is the very basis of 3A approach. Therefore, in this paper we argue that addition of this approach to other teaching methods can potentially accelerate student ability to reach the top of Bloom’s taxonomy and Maslow’s pyramid. In the empirical part of the paper, we present the results of an exploratory study of student self-inquiry analyzed using content analysis method. The results indicate that students who underwent through metacognitive instruction method exhibit higher cognitive skills than the control group. These skills were manifested in more detailed and extensive responses, more long-term orientation and higher thrive towards self-development. The study also identified significant gender differences in student self-perception, goals and aspirations.
An investigation of the role of contingent metacognitive behavior in self-regulated learning
Studies have shown that, to achieve a conceptual understanding of complex science topics, learners need to use self-regulated learning (SRL) skills, particularly when learning with Hypermedia Learning Environments (HLEs). Winne and Hadwin (2008) claimed that metacognition is a key aspect of SRL, particularly metacognitive monitoring and control. The aim of this study was to investigate the contingent relationship between metacognitive monitoring [e.g., judgment of learning (JOL)] and metacognitive control (e.g., strategy change) and whether those contingencies predicted learning about the circulatory system using an HLE. As a measure of contingency in metacognitive behavior, we examined the frequencies of learners' change in strategy use (i.e., adaptive), or lack thereof (i.e., static), when they verbalized a negative JOL. The results showed that the frequency of adaptive metacognitive behavior positively related to learning, and static metacognitive behavior negatively related to learning, above and beyond the effect of prior knowledge. These findings suggest implications regarding future research into SRL, as well as the benefits of helping learners to recognize the necessary contingency that follows from metacognitive monitoring when learning with HLEs.
2014
This paper aims to better understand the development of students’ learning processes when participating actively in a specific Computer Supported Collaborative Learning system called KnowCat. To this end, a longitudinal case study was designed, in which eighteen university students took part in a 12-month (two semesters) learning project. During this time period, the students followed an instructional process, using some elements of KnowCat (KnowCat key features) design to support and improve their interaction processes, especially peer learning processes. Our research involved both supervising the students’ collaborative learning processes throughout the learning project and focusing our analysis on the qualitative evolution of the students’ interaction processes and on the development of metacognitive learning processes. The results of the current research reveal that the instructional application of the CSCL-KnowCat system may favour and improve the development of the students’ m...
Relationships between Metacognition, Self-efficacy and Self-regulation in Learning
ECPS - Educational, Cultural and Psychological Studies, 2013
The ability to manage study activities by themselves is one of the educational goals that learners should achieve at the end of secondary school. Self-regulation, however, includes a variety of metacognitive issues. Firstly, self-regulated students should be aware of the mental processes they rely on when performing cognitive tasks, of the degree of autonomy they are allowed in managing study activities and of how effective they are in facing school demands. Secondly, students should be able to plan and monitor study activities strategically. Thirdly, students should identify the kind of learning which is expected to be reached. A sample of 130 students were administered 5 different of questionnaires designed to investigate the metacognitive awareness