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
收藏
页码：313 / 323
页数：11
相关论文
共 50 条
  • [21] Validation of the self-regulated online learning questionnaire
    Jansen, Renee S.
    van Leeuwen, Anouschka
    Janssen, Jeroen
    Kester, Liesbeth
    Kalz, Marco
    JOURNAL OF COMPUTING IN HIGHER EDUCATION, 2017, 29 (01) : 6 - 27
  • [22] Validation of the self-regulated online learning questionnaire
    Renée S. Jansen
    Anouschka van Leeuwen
    Jeroen Janssen
    Liesbeth Kester
    Marco Kalz
    Journal of Computing in Higher Education, 2017, 29 : 6 - 27
  • [23] Editorial: Self-regulated learning in online settings
    De Barba, Paula Galvao
    Broadbent, Jaclyn
    Hooshyar, Danial
    Peters-Burton, Erin
    FRONTIERS IN PSYCHOLOGY, 2022, 13
  • [24] Cognitive load patterns affect temporal dynamics of self-regulated learning behaviors, metacognitive judgments, and learning achievements
    Wang, Tingting
    Li, Shan
    Tan, Chengyi
    Zhang, Jianhua
    Lajoie, Susanne P.
    COMPUTERS & EDUCATION, 2023, 207
  • [25] Interaction, Self-Regulated Learning, and Learning Performance in Online Learning
    Cai, Qin
    Comite, Ubaldo
    Tang, Ying
    International Journal of Emerging Technologies in Learning, 2023, 18 (23) : 214 - 228
  • [26] SELF-REGULATED LEARNING: THE ROLE OF ENVIRONMENTAL PERCEPTIONS AND MOTIVATIONAL BELIEFS
    Kharrazi, Alinaghi
    Kareshki, Hossein
    PSYCHOLOGICAL REPORTS, 2010, 107 (01) : 303 - 317
  • [27] The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning
    Young, Mark R.
    JOURNAL OF MARKETING EDUCATION, 2005, 27 (01) : 25 - 40
  • [28] Inducing mind sets in self-regulated learning with motivational information
    Martens, R.
    de Brabander, C.
    Rozendaal, J.
    Boekaerts, M.
    van der Leeden, R.
    EDUCATIONAL STUDIES, 2010, 36 (03) : 311 - 327
  • [29] 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
  • [30] SELF-REGULATED LEARNING - BRIDGING THE CAP BETWEEN METACOGNITIVE AND METAMOTIVATION THEORIES
    BOEKAERTS, M
    EDUCATIONAL PSYCHOLOGIST, 1995, 30 (04) : 195 - 200
12345