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ERIC Number: EJ949562
Record Type: Journal
Publication Date: 2012-Jan
Pages: 19
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0020-4277
Supporting Self-Regulated Hypermedia Learning through Prompts
Bannert, Maria; Reimann, Peter
Instructional Science: An International Journal of the Learning Sciences, v40 n1 p193-211 Jan 2012
The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally: Prompting and Prompting with Training. In Experiment 1, Prompting was tested with a pre-post-test between subject design, including thinking-aloud data. Students of the experimental group (n = 20) were prompted for self-regulation activities that had to be followed while learning basic learning theory. No self-regulation support was offered in the control group (n = 20). In Experiment 2 (Prompting with Training), the experimental group (n = 20) received a short training, in addition to the prompting: the self-regulated learning activities were explained in detail, demonstrated and practiced right before the learning session. Again, no self-regulation support was offered in the control group (n = 20). Analyses of learning processes and learning outcomes confirm partly the positive effects of both measures of self-regulated learning prompts. The more extended measure (with training) had superior effects on students' learning transfer performance and acceptance. Implications for the design of instructional support to improve self-regulated learning with computer-based learning environments are discussed. (Contains 1 figure and 6 tables.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A