The relationship between metacognitive experiences and learning: Is there a difference between digital and non-digital study media?

Norman, Elisabeth; Furnes, Bjarte

doi:10.1016/j.chb.2015.07.043

Cited by 82 publications

(51 citation statements)

References 21 publications

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“…Dengan adanya kemajuan teknologi menuntut seorang guru sebagai pendidik untuk selalu berinovasi dalam menciptakan media pembelajaran yang mampu menunjang pemahaman siswa dalam mempelajari materi pelajaran baik teori maupun praktik (Lock & Kingsley, 2007;Norman & Furnes, 2016). Penggunaan media pembelajaran selain bertujuan untuk mempermudah dalam penyampaian materi dari guru ke siswa juga dapat meningkatkan minat serta kemauan siswa dalam suatu mata pelajaran.…”

Section: Pendahuluanunclassified

Pengembangan media pembelajaran kearsipan digital untuk meningkatkan hasil belajar siswa SMK Negeri 3 Surakarta

Wirawan¹,

Indrawati²,

Rahmanto³

2017

jpv

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Abstrak Penelitian ini bertujuan untuk mengetahui kefektifan media pembelajaran kearsipan digital dalam meningkatkan hasil belajar siswa SMK Negeri 3 Surakarta. Penelitian ini merupakan penelitian dan pengembangan (R & D). Model pengembangan media ini menggunakan model THE DEVELOPMENT OF LEARNING MEDIA ARCHIVES TO IMPROVE STUDENT LEARNING OUTCOMES SMK NEGERI 3 SURAKARTA Abstract This study aims to determine the effectiveness of instructional media digital archives in improving student learning outcomes SMK Negeri 3 Surakarta. This study is a research and development (R & D). Models using the model of media development Hannafin and Peck. Subjects testing was conducted in two classes, X AP 1 (experimental class) and X AP 2 (control group) at SMK Negeri 3 Surakarta. Prerequisite test analysis covering the normality test, homogeneity and using t-test. The

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Section: Pendahuluanunclassified

Pengembangan media pembelajaran kearsipan digital untuk meningkatkan hasil belajar siswa SMK Negeri 3 Surakarta

Wirawan¹,

Indrawati²,

Rahmanto³

2017

jpv

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“…Several studies find no clear difference between print-based texts and e-texts where learner comprehension is concerned (Green et al 2010;Margolin et al 2013;Norman and Furnes 2016;Porion et al 2016), while a recent study (Norman and Furnes 2016) reveals no difference in metacognitive learning regulation between print and digital texts. Likewise, Chen et al (2014) discovered no noticeable difference in deep-level comprehension of the three learning platforms of paper, tablets and computers.…”

Section: The Advantages Of E-textsmentioning

confidence: 99%

“…As far as metacognitive learning regulation (i.e. higher-order thinking) is concerned, e-text-based learning yielded inferior results compared to print-based text learning (Ackerman and Lauterman 2012;Lauterman and Ackerman 2014), though subsequent research has queried the reliability of this comparison (Norman and Furnes 2016).…”

Section: The Benefits Of Print-based Textsmentioning

confidence: 99%

Print versus digital texts: understanding the experimental research and challenging the dichotomies

Ross

Pechenkina²,

Aeschliman³

et al. 2017

Research in Learning Technology

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This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based ('traditional') texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students' level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance.

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“…Además, permite a los estudiantes la evaluación continuada de su proceso de aprendizaje (Sáiz y Montero, 2015). Este tipo de feedback es el nivel más efectivo de entre todos los posibles, ya que incrementa el aprendizaje reflexivo, auto-regulado (de Kock, 2016;Norman y Furnes, 2016), la auto-evaluación y por ende la consecución de aprendizajes más profundos (Hattie y Gan, 2011;Sáiz, Marticorena, García y Díez, 2017). En último término, todo ello incrementa en los aprendices la motivación hacia el objeto de aprendizaje (Narciss, 2008;Schunk, Meece, y Pintrich, 2012;Zimmerman y Schunk, 2011).…”

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Evaluación de estrategias metacognitivas: aplicación de métodos online

Manzanares¹,

Dios²

2017

Rev. Psicol. Educ

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The relationship between metacognitive experiences and learning: Is there a difference between digital and non-digital study media?

Cited by 82 publications

References 21 publications

Pengembangan media pembelajaran kearsipan digital untuk meningkatkan hasil belajar siswa SMK Negeri 3 Surakarta

Pengembangan media pembelajaran kearsipan digital untuk meningkatkan hasil belajar siswa SMK Negeri 3 Surakarta

Print versus digital texts: understanding the experimental research and challenging the dichotomies

Evaluación de estrategias metacognitivas: aplicación de métodos online

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