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The Effect of Teaching Metacognitive Learning Skills on the Performance of Online Learners Demonstrating Different Levels of Self Regulated Learning (SRL).
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, Concordia University, Canada

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

In this experiment subjects were exposed to different approaches on how to apply metacognitive processing within an online instructional context. Eighty-five subjects were randomly assigned to three treatment groups. A self-regulated learning inventory was administered to determine the influence of this factor within the experiment. All groups received an instructional package on metacognitive skills. One group was used as a control group. The two other groups were prompted at key moments and asked to apply the metacognitive strategies they have learned. Participation was optional for the second group and mandatory for the third. This study used a posttest only control group design with three levels of independent variables. Results obtained confirmed key hypothesis as participants exposed to mandatory metacognitive activities obtained significantly better results. Significant correlation was also found between the self-regulated learning and the performance measures.

Citation

Martel, C. (2005). The Effect of Teaching Metacognitive Learning Skills on the Performance of Online Learners Demonstrating Different Levels of Self Regulated Learning (SRL). In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1005-1010). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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