Self-Regulated Learning in Web-Based Environments: Instructional Tools Designed to Facilitate Cognitive Strategy Use, Metacognitive Processing, and Motivational Beliefs

Kauffman, Douglas F.

doi:10.2190/ax2d-y9vm-v7px-0tad

Cited by 167 publications

(140 citation statements)

References 50 publications

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“…Based on literature, students' discipline act as moderator variable in students' perceptions of learning environment, motivation to learn, and using learning strategies (Cleary & Chen, 2009;Crede & Philips 2012;Judd, 2009;Ghosh2011;Kauffman, 2004;Artino, 2009). Therefore, the level of students' motivation and learning strategies are possible to be somewhat different for various classes.…”

Section: Literature Reviewmentioning

confidence: 99%

Motivation to Use Self-Regulated Learning Strategies in Learning Management System amongst Science and Social Science Undergraduates

Hashemyolia¹,

Asmuni²,

Ayub³

et al. 2014

ASS

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The purpose of this study is to determine students' levels of self-regulated learning by adjusting Motivated Strategies for Learning Questionnaire (MSLQ) developed by (Pintrich et al., 1993). This study involved 436 undergraduate students. The validity of instrument used was checked by convergent validity and discriminate validity in Structural Equation Modeling. The reliability of scale was measured by internal consistency analyses whilst students' levels of self-regulated learning detected by descriptive analyses involving percentage, frequency, means, t-tests and standard deviation . As a result it can be concluded that MSLQ is recognized as a valid and reliable scale in order to examine levels of self-regulated learning among university students in Malaysia. Besides, the students' self-regulated learning strategies are found to be generally in the middle range; their highest level of skills being Effort regulation, whereas the lowest skill is Metacognitive strategies. The students' level of self-regulated learning in social sciences faculties was significantly lower than students in science faculties.

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Section: Literature Reviewmentioning

confidence: 99%

Motivation to Use Self-Regulated Learning Strategies in Learning Management System amongst Science and Social Science Undergraduates

Hashemyolia¹,

Asmuni²,

Ayub³

et al. 2014

ASS

View full text Add to dashboard Cite

show abstract

“…However, it can lack the direct and personal supervision of the instructor, which might result in learner's sense of isolation and an accompanying lack of engagement (Barak et al, 2016). Studies on the use of advanced technologies indicated that the application of self-regulatory strategies might facilitate the use of cognitive strategies, metacognitive processing, and motivational beliefs (Cho & Heron, 2015;Kauffman, 2004).…”

Section: Introductionmentioning

confidence: 99%

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Barak

Hussein-Farraj

Dori

2016

Int J Educ Technol High Educ

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This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near-and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.

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“…For example, such methods include metacognitive cueing [60], reflective prompting [13], questioning [29,30], self-generated inferences [63]; self-monitoring or reflection [27], and self-explanations [10]. Many of these strategies can be grouped within the broader category of metacognitive prompting, which [25] define as ''an externally generated stimulus that activates reflective cognition or evokes strategy use with the objective of enhancing learning'' (p. 878).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study

Aurah¹

2013

EDUCATION

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This study investigated the effect of Self-efficacy Beliefs and Metacognition on Academic Performance among high school students using a mixed method approach. A total of 2,138 form four (12 th grade) students participated in the study. The mixed-method study consisted of a quasi-experimental approach and in-depth interviews. Quantitative data were collected from self efficacy questionnaire (SEQ), biology ability test (BAT), genetics problem solving test (GPST) and metacognitive prompting questionnaire (MPQ). Qualitative data were collected using in-depth interviews. Quantitative data were analysed using both descriptive and inferential statistics (hierarchical linear regression and factorial ANOVA). Qualitative data were coded, categorized and reported thematically. Regression analysis indicated that self-efficacy was a strong predictor of academic performance. ANOVA analysis displayed statistically significant differences in metacognition in form of metacognitive prompts between groups. Gender effects were also noted with female students outperforming male students on the genetics problem solving test. Subsequent qualitative data suggested that highly efficacious students did better on the tests than less efficacious students. The metacognitive prompting experience provides a rich environment for the development of metacognitive strategies that can promote problem solving skills among high school students.

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Self-Regulated Learning in Web-Based Environments: Instructional Tools Designed to Facilitate Cognitive Strategy Use, Metacognitive Processing, and Motivational Beliefs

Cited by 167 publications

References 50 publications

Motivation to Use Self-Regulated Learning Strategies in Learning Management System amongst Science and Social Science Undergraduates

Motivation to Use Self-Regulated Learning Strategies in Learning Management System amongst Science and Social Science Undergraduates

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study

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