You are here:

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

, 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

Full Text

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 August 12, 2024 from .

© 2005 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Butler, D.L. & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
  2. Entwistle, N.(1988). Motivation, Attributions, and Approaches to Learning in British and Hungarian Secondary Schools. ERIC Document reproduction service No. ED 294 921.
  3. Garner, R. (1990). When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings. Review of Educational Research, 60 (4), 517-29.
  4. Haller, E.P., Child, D.A. & Walberg H.J. (1988) Can Comprehension Be Taught? A Quantitative Synthesis of "Metacognitive" Studies. Educational Researcher, 17 (9), 5-8.
  5. Pintrich, P.R. & De Groot, E.V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82 (1), 33-40.
  6. Pressley, M. (1995). Advanced educational psychology for educators, researchers, and policymakers. New York: HarperCollins. Reigeluth, C.M. (1 999). Visioning public education in America. Educational Technology, 39 (5), 50-55.
  7. Salomon, G. & Globerson, T. (1987). Skill May Not Be Enough: The Role of Mindfulness in Learning and Transfer. International Journal of Educational Research, 11 (6), 623-37.
  8. Shuell, T.J. (1993). Toward an integrated theory of teaching and learning. Educational Psychologist, 28, 291-311.
  9. Winne, P.H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.
  10. Winne, P.H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8, 327-353.
  11. Winne, P.H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397-410.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References