Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning

被引：136
|
作者：
Lehmann, Thomas [1 ]
Haehnlein, Inka [2 ]
Ifenthaler, Dirk [3 ]
机构：
[1] Univ Freiburg, D-79085 Freiburg, Germany
[2] Univ Passau, D-94032 Passau, Germany
[3] Deakin Univ, Waurn Ponds, Vic 3216, Australia
来源：
COMPUTERS IN HUMAN BEHAVIOR | 2014年 / 32卷
关键词：
Self-regulated learning; Online education; Preflection; Reflection; Prompting; PROBLEM-SOLVING PROCESSES; QUESTION PROMPTS; STUDENTS; ENVIRONMENT; EFFICACY; FEEDBACK; STYLE; INSTRUCTION; REFLECTION; STRATEGIES;
D O I：
10.1016/j.chb.2013.07.051
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
Self-regulated learning is regarded as a critical component of successful online education. Hence, the development of effective online education requires an orchestration of external control and freedom for self-regulation. Prompts are regarded as effective means for promoting such personalised and adaptive learning processes in online education. Within two experimental studies, the effectiveness of preflective and reflective prompts is tested. Additionally, personal characteristics such as motivation and learning preferences are controlled. Results indicate that directed preflective prompts work best for novice learners. Such prompts also activate positive motivation within online learning environments. Still, more research is needed for investigating personalised and adaptive realisation of preflective prompts as well as automated feedback for SRL. (C) 2013 Elsevier Ltd. All rights reserved.
引用
收藏
页码：313 / 323
页数：11
相关论文
共 50 条
  • [31] Transfer of metacognitive skills in self-regulated learning: an experimental training study
    Schuster, Corinna
    Stebner, Ferdinand
    Leutner, Detlev
    Wirth, Joachim
    METACOGNITION AND LEARNING, 2020, 15 (03) : 455 - 477
  • [32] SELF-REGULATED LEARNING - BRIDGING THE CAP BETWEEN METACOGNITIVE AND METAMOTIVATION THEORIES
    BOEKAERTS, M
    EDUCATIONAL PSYCHOLOGIST, 1995, 30 (04) : 195 - 200
  • [33] Transfer of metacognitive skills in self-regulated learning: an experimental training study
    Corinna Schuster
    Ferdinand Stebner
    Detlev Leutner
    Joachim Wirth
    Metacognition and Learning, 2020, 15 : 455 - 477
  • [34] Supporting Self-Regulated Learning with Visualizations in Online Learning Environments
    Ilves, Kalle
    Leinonen, Juho
    Hellas, Arto
    SIGCSE'18: PROCEEDINGS OF THE 49TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, 2018, : 257 - 262
  • [35] Self-Regulated Learning and Academic Success in Online College Learning
    Lan Ma
    Long She
    The Asia-Pacific Education Researcher, 2024, 33 : 519 - 533
  • [36] Self-Regulated Learning and Academic Success in Online College Learning
    Ma, Lan
    She, Long
    ASIA-PACIFIC EDUCATION RESEARCHER, 2024, 33 (03): : 519 - 533
  • [37] A domain-specific account of self-regulated learning: the cognitive and metacognitive activities involved in learning through historical inquiry
    Poitras, Eric G.
    Lajoie, Susanne P.
    METACOGNITION AND LEARNING, 2013, 8 (03) : 213 - 234
  • [38] A domain-specific account of self-regulated learning: the cognitive and metacognitive activities involved in learning through historical inquiry
    Eric G. Poitras
    Susanne P. Lajoie
    Metacognition and Learning, 2013, 8 : 213 - 234
  • [39] Self-regulated strategy development's effectiveness: underlying cognitive and metacognitive mechanisms
    Fernandez, Jonathan
    Guilbert, Jessica
    METACOGNITION AND LEARNING, 2024, 19 (03) : 1091 - 1135
  • [40] Validation of the Revised Self-regulated Online Learning Questionnaire
    Jansen, Renee S.
    van Leeuwen, Anouschka
    Janssen, Jeroen
    Kester, Liesbeth
    LIFELONG TECHNOLOGY-ENHANCED LEARNING, EC-TEL 2018, 2018, 11082 : 116 - 121
12345