Improving self-regulation, learning strategy use, and achievement with metacognitive feedback

Abstract

Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read. In this generation process, learners' cognitive and metacognitive regulation is one of the most critical factors influencing learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects of two scaffolding strategies-generative learning strategy prompts and metacognitive feedback-on learners' comprehension and self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved learners' recall and comprehension by enhancing learners' self-regulation and better use of highlighting and summarizing as generative learning strategies.

Effects of e-textbook instructor annotations on learner performance

“…Making annotations is considered a useful study practice (Lee et al, 2010;Marshall, 1997). Annotating behavior is also associated with indepth reading, which is important for college courses.…”

“…More complex annotation strategies-such as summarizing, paraphrasing, finding examples, and generating questions-contribute to metacognitive monitoring and feedback. These strategies can enhance learners' self-regulation, recall, and comprehension (Flavell, 1981;Lee et al, 2010;Leutner, Leopold, & Den Elzen-Rump, 2007), and improve learning when used in review (Kiewra et al, 1991).…”

“…Adding annotations to a textbook can make a significant contribution to both cognitive and metacognitive aspects of learning. Underlining and highlighting can also assist in recall (Flavell, 1981;Lee, Lim, & Grabowski, 2010). Weisberg (2011) examined student attitudes and behaviors towards e-textbooks over two years using five different ereader devices and one paper textbook group.…”

A predictive study of student satisfaction in online education programs

“…This study focuses on metacognitive self-regulation because metacognitive processes are considered to be the most critical in self-regulation (Brockett & Hiemstra, 1991;Corno, 1986;Corno & Mandinach, 1983;Lee, Kim, & Grabowski, 2010).…”

Computer-based feedback in formative assessment

“…Various authors have reported positive effects on students' learning outcomes as a result of certain methods of providing feedback Lee, Lim, & Grabowski, 2010;Smits, Boon, & Sluijsmans, 2008;Wang, 2011). In other studies, no effects were found Corbalan, Kester, & van Merriënboer, 2009;.…”