Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students

Abstract

This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on college students' problem solving and writing within a Web-based instructional module. We found that students who received problem-solving prompts solved problems and wrote with more clarity than did students who did not receive problem solving prompts. Reflection prompts also positively influenced problem solving and writing, but only when students also received the problem solving prompts. This suggests that asking student to reflect on their work has a positive influence on students' problem solving, but only when they have clear understanding of what they are being asked to reflect on. Results are discussed relative to feedback and self-regulation theories.

Assessing Efficiency of Prompts Based on Learner Characteristics

“…In order to facilitate learning, several different and very specific prompts may be employed that focus on problem-solving [15] general instruction [5], self-explanation [16], or encouraging recall, reasoning, or observation [5]. Prompts can serve multiple functions and can focus on cognitive learning processes, metacognitive self-regulation, and resource management [17].…”

“…In addition, it would be interesting examining additive or inhibitive effects between prompts. The latter was outside the remit of the current study but Kauffman and colleagues [15] may be a good starting point; And fifth, relying on null hypothesis testing [46] and adherence to p-values as the determinants of what may be considered meaningful has not only been criticized by leading statisticians [47] but may also be a suboptimal approach to optimize prompting. For example, Reisslein [48] explored different prompt formats and presentation effects.…”

High School Students' Written Argumentation Qualities with Problem-Based Computer-Aided Material (PBCAM) Designed about Human Endocrine System

“…The students inexperienced about problem-based learning needed much guidance during this process [28,29,30,49]. PBCAM was developed with the support of guiding questions to direct the problem solving processes of the students and structure their scientific argumentation during this process.…”

“…3. Teachers having problems in terms of directing the process of problem based learning [27,28,29,30]. 4.…”

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

“…These benefits include longer term retention and deeper understanding of science concepts (Blank 2000, Georghiades 2000, 2004, greater flexibility and innovation in how knowledge is learned and applied (Rickey andStacy 2000, Rosencwajg 2003), improvement in reading comprehension (Loper and Murphy 1985, Brown and Palincsar 1989, Gourgey 2001 including reading on science topics (Yore et al 1998, Koch 2001, improvement in academic achievement (Loper andMurphy 1985, Brown andPalincsar 1989), and increase in problem-solving ability (Carr and Jessup 1996, Stillman and Galbraith 1998, Zan 2000, Pugalee 2001, Schurter 2002, Kauffman et al 2008.…”