Self-Regulated Learning and Externally Generated Feedback with Hypermedia

Autor/in	Moos, Daniel C.
Titel	Self-Regulated Learning and Externally Generated Feedback with Hypermedia
Quelle	In: Journal of Educational Computing Research, 44 (2011) 3, S.265-297 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Feedback (Response); Self Efficacy; Protocol Analysis; Prior Learning; Hypermedia; Metacognition; Control Groups; Multivariate Analysis; Undergraduate Students + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Vorkenntnisse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multivariate Analyse
Abstract	Think-aloud and self-report data from 65 undergraduates were used to examine the effect of feedback on self-regulation during learning with hypermedia. Participants, randomly assigned to one of three conditions (Control, Questions, Questions+Feedback), used hypermedia for 30 minutes to learn about the circulatory system. Results indicated that participants in the Questions+Feedback condition initially reported significantly lower levels of self-efficacy. However, they also reported increased levels as they progressed through the learning task. Additionally, participants in the Questions and Questions+Feedback conditions engaged in monitoring processes and activated prior knowledge more frequently, on average, than those in the Control condition. Lastly, participants in the Questions condition used significantly more strategies and outperformed those participants in the Questions+Feedback condition. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10