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

被引：127

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

页码：313 / 323

页数：11

共 50 条

[1] Measuring Affective and Motivational States as Conditions for Cognitive and Metacognitive Processing in Self-Regulated Learning
Rakovic, Mladen
Li, Yuheng
Foumani, Navid Mohammadi
Salehi, Mahsa
Kuhlmann, Levin
Mackellar, Geoffrey
Martinez-Maldonado, Roberto
Haffari, Gholamreza
Swiecki, Zachari
Li, Xinyu
Chen, Guanliang
Gasevic, Dragan
FOURTEENTH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE, LAK 2024, 2024, : 701 - 712
[2] School Effects on Students' Self-regulated Learning A Multivariate Analysis of the Relationship Between Individual Perceptions of School Processes and Cognitive, Metacognitive, and Motivational Dimensions of Self-regulated Learning
Leutwyler, Bruno
Merki, Katharina Maag
JOURNAL FOR EDUCATIONAL RESEARCH ONLINE-JERO, 2009, 1 (01): : 197 - 223
[3] Supporting Self-Regulated Learning With Digital Media Using Motivational Regulation and Metacognitive Prompts
Daumiller, Martin
Dresel, Markus
JOURNAL OF EXPERIMENTAL EDUCATION, 2019, 87 (01): : 161 - 176
[4] THE METACOGNITIVE CONTROL COMPONENTS OF SELF-REGULATED LEARNING
CORNO, L
CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 1986, 11 (04) : 333 - 346
[5] Motivational, volitional and metacognitive aspects of self regulated learning
Leticia Gaeta, Martha
Pilar Teruel, M.
Orejudo, Santos
ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY, 2012, 10 (01) : 73 - 94
[6] Metacognitive Learning Management System supporting Self-Regulated Learning
Zarouk, Mohamed Yassine
Khaldi, Mohamed
2016 4TH IEEE INTERNATIONAL COLLOQUIUM ON INFORMATION SCIENCE AND TECHNOLOGY (CIST), 2016, : 929 - 934
[7] How to foster self-regulated learning? Different methods to support cognitive and metacognitive learning strategies
Huebner, Sandra
Landmann, Meike
INTERNATIONAL JOURNAL OF PSYCHOLOGY, 2008, 43 (3-4) : 541 - 541
[8] A metacognitive view of individual differences in self-regulated learning
Winne, PH
LEARNING AND INDIVIDUAL DIFFERENCES, 1996, 8 (04) : 327 - 353
[9] Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions
Liu, Zhi
Gao, Ya
Zhang, Ning
Long, Taotao
Liu, Sannyuya
Peng, Xian
CURRENT PSYCHOLOGY, 2024, 43 (35) : 28147 - 28162
[10] Motivational effects on self-regulated learning with different tasks
Vollmeyer, Regina
Rheinberg, Falko
EDUCATIONAL PSYCHOLOGY REVIEW, 2006, 18 (03) : 239 - 253

← 1 2 3 4 5 →