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

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