An Experimental Study of the Effect of Computer Assisted Learning on Metacognitive Performance Development in Psychology Teaching

Abstract

There is a growing interest in the use of computer-based learning environments to enhance learning in higher education, but the implications of this on the improvement of metacognition in higher education have yet to be adequately explored. In the current study, 175 students who enrolled in an introductory psychology course were randomly assigned to experimental and control groups (computer-assisted vs. self-managed). In the computer-assisted condition, besides the lecture delivered four hours per week and for three months in total, students took a set of assignments based on evidence-based teaching in a computer-based environment. The control group, however, took these assignments as in-and-out class activities without using a computer environment. An assessment based on Bloom's taxonomy was utilized to obtain metacognitive and competency scores for both groups. The results of the study showed that the students who completed the structured learning assignments as computer-based, self-learning environment showed better metacognition performance than those in the self-managed group, who did not engage with the online platform, even though there was no significant difference between the groups regarding competence on the course's learning objectives. The current experiment offers an empirical validation for why instructors should use technology as a self-regulatory tool that enhances students' metacognitive performance and competence of learning outcomes.

Perceptions regarding Distance Learning in Higher Education, Smoothing the Transition

“…The 'freshness' of the paradigm shift, weeks and months, encouraged the study of these topics as perceived both by students and professors, two different worlds with direct, recent, and undoubtedly emotionallyimpact experience. The existing literature explored on the matter which addressed various aspects of DL such as users' barriers in the use of technology in higher education platforms (Jariang Pcasert, 2003;Nedelman, 2013); the evolution of technological institutional communication (Gutierrez et al, 2016); the student's skills and the intellectually-stimulating learning environment elements; distance learning platforms` typologies as well as the technological pedagogical approaches used (Alhih et al, 2017;Coymak, 2019). A key difference, beyond method, from previous studies is that this study involves people directly and immediately involved in the paradigm shift, as the shift actually occurs.…”

“…At the same time, the burden for student interaction comes back to the nature of the course, how it is structured, and how well it is delivered, all the job of the lecturer (Robinson, 2009). Thus, it is both the higher education presenter, the lecturer, and the student, who, together, drive the effectiveness of the DL platform, a platform in the emerging "New Normal" in which successful business and social life require engaging intensive knowledge and constant learning (Coymak, 2019).…”

“…Indeed, the understanding of the reasons related to technological pedagogical approaches itself can help higher education institutions students to be more flexible in this new digital era. At the same time, the acquired flexibility can be extremely helpful to students' future careers as well as to their academic achievement independently from the field of studies (Coymak, 2019).…”

The effects of integrating digital storytelling with metacognition strategies (DSTMC) learning model to enhance communication abilities

“…The results provide some empirical support for the idea that visual, and audio supports assist learners in stimulating memory, motivating them to learn, and having an adequate amount of available working memory capacity to comprehend the information (Bozorgian & Alamdari, 2017). Metacognition is inextricably linked to other factors that predict students' achievement, such as motivation, self-efficacy, and goal setting (Coymak, 2019;Fauzi & Sa'diyah, 2019). As a result, when learners assume that their metacognitive strategies can assist them in resolving their problems and achieving success, they are satisfied with their abilities and evaluate their performance accordingly.…”

The Effects of Computer Aided Education in the Education of Folk Cultural Products

“…Additionally, the participation of students in the experimental group in class activities exhibited a notable increase. In addition to fostering academic success, CAE promotes the development of advanced cognitive skills, facilitating a deeper comprehension of subject matter rather than relying on rote memorization (Aslan, 2011;Durán, 2011;Coymak, 2019). Güven and Sülün (2012) have highlighted several reasons behind the effectiveness of CAE in contrast to traditional teaching methods, including the utilization of visual and auditory stimuli, the provision of diverse learning environments through computer-mediated instruction, the enhancement of students' comprehension and retention abilities, and the promotion of high levels of motivation and engagement.…”