Supporting self-regulated hypermedia learning through prompts

Bannert, Maria; Reimann, Peter

doi:10.1007/s11251-011-9167-4

Cited by 163 publications

(138 citation statements)

References 41 publications

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“…However, this effect is less likely to occur in less structured domains (Nievelstein, van Gog, van Dijck, & Boshuizen, 2013), which, in combination with the low pretest scores, makes it unlikely that an expertise reversal effect occurred. The other method of support, prompting, can be ineffective when prompts are not used as intended, in which case they show reduced effects on learning outcomes and reported mental effort (Bannert & Reimann, 2011). Although answers to the prompts were generally short (i.e., approximately one sentence), they indicated that the prompts were used as anticipated.…”

Section: Discussionmentioning

confidence: 99%

Completion strategy or emphasis manipulation? Task support for teaching information problem solving

Frèrejean

Strien

Kirschner

et al. 2016

Computers in Human Behavior

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While most students seem to solve information problems effortlessly, research shows that the cognitive skills for effective information problem solving are often underdeveloped. Students manage to find information and formulate solutions, but the quality of their process and product is questionable. It is therefore important to develop instruction for fostering these skills. In this research, a 2-hour online intervention was presented to first-year university students with the goal to improve their information problem solving skills while investigating effects of different types of built-in task support. A training design containing completion tasks was compared to a design using emphasis manipulation. A third variant of the training combined both approaches. In two experiments, these conditions were compared to a control condition receiving conventional tasks without built-in task support. Results of both experiments show that students' information problem solving skills are underdeveloped, which underlines the necessity for formal training. While the intervention improved students' skills, no differences were found between the conditions. The authors hypothesize that the effective presentation of supportive information in the form of a modeling example at the start of the training caused a strong learning effect, which masked effects of task support.Limitations and directions for future research are presented.

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Section: Discussionmentioning

confidence: 99%

Completion strategy or emphasis manipulation? Task support for teaching information problem solving

Frèrejean

Strien

Kirschner

et al. 2016

Computers in Human Behavior

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“…It is already established that effective learning depends on the nature and sequencing of self-regulated activities by the learner (Bannert & Reimann, 2012); and although self-regulation skills and learning strategies are needed for any educational context, they are more important in a technology-enhanced learning environment (Lin, Hmelo, Kinzer, & Secules, 1999). In MOOCs, where there is no guidance or support from an instructor, and the course is not structured around classes, learners' ability to selfregulate their own learning process is especially relevant (Hood et al, 2015;).…”

Section: Self-regulated Learning Strategies In Moocsmentioning

confidence: 99%

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Alario-Hoyos

Estévez-Ayres

Pérez‐Sanagustín

et al. 2017

IRRODL

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MOOCs (Massive Open Online Courses) have changed the way in which OER (Open EducationalResources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners' motivations to take a course are very diverse, and certain selfregulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a selfreport 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.

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“…Pedagogical tools can vary from being relatively short-time reminders (e.g. pop-up windows that prompt the user) to goal-setting and planning tools that depend on the learning phase (Bannert and Reimann 2012). In addition, these tools can be relatively stable, and they are available throughout learning; learners can choose when and how to use the tools provided (Perry and Winne 2006).…”

Section: Traditions For Supporting Social and Cognitive Performance Imentioning

confidence: 99%

Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

Järvelä

Kirschner

Panadero

et al. 2014

Education Tech Research Dev

272

166

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For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48(1):25-39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual selfregulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL. These (meta)cognitive, social, motivational, and emotional aspects related to being/becoming aware of how one learns alone and with others are for the most part neglected in traditional CSCL support. Based upon a review of theoretical and empirical studies on the potential of and challenges to collaboration, three design principles for supporting SSRL are introduced: (1) increasing learner awareness of their own and others' learning processes, (2) supporting externalization of one's own and others' learning process and helping to share and interact, and (3) prompting acquisition and activation of regulatory processes. Finally, an illustrative example is presented for how these principles are applied in a technological tool for supporting SSRL.

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Supporting self-regulated hypermedia learning through prompts

Cited by 163 publications

References 41 publications

Completion strategy or emphasis manipulation? Task support for teaching information problem solving

Completion strategy or emphasis manipulation? Task support for teaching information problem solving

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

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