Articles - Special Issue

Designing metacognitive support for hypermedia learning


Abstract


The aim of this study is to investigate the effects of metacognitive support on learning with hypermedia. It is assumed that prompting metacognitive reflection will affect the learning process by encouraging students to demonstrate metacognitive behaviour more frequently, leading to better learning performance. The metacognitive support provided was developed on the basis of existing research and was tested experimentally. By means of indirect prompting, the students in the experimental group (n=20) were led to conduct metacognitive activities during learning. No metacognitive support was offered to the control group (n=20). The results of the learning process and learning outcomes confirm the positive effects of metacognitive support, especially where students complied with the offered support in the intended way.

Keywords

Educational Technology; Technology Enhanced Learning (TEL); Metacognition and Learning Environments; metacognitive support; hypermedia learning; knowledge acquisition

Full Text:

PDF (Italiano)


DOI: http://dx.doi.org/10.17471/2499-4324/287

References


Amthauer R., Brocke B., Liepmann D., Beauducel A. (1999). IST 2000 - Intelligenz-Struktur-Test 2000. Göttingen: Hogrefe.

Astleitner H. (1997). Lernen in Informationsnetzen. Theoretische Aspekte und empirische Analysen des Umgangs mit neuen Informationstechnologien aus erziehungswissenschaftlicher Perspektive. Frankfurt: Europäischer Verlag der Wissenschaften.

Azevedo R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: a discussion. Metacognition and Learning, 4, pp.87-95.

Bannert M. (2007). Metakognition beim Lernen mit Hypermedia. Erfassung, Beschreibung und Vermittlung wirksamer metakognitiver Lernstrategien und Regulationsaktivitäten. Münster: Waxmann.

Bannert M. (2009). Promoting self-regulated learning through prompts: A discussion. Zeitschrift für Pädagogische Psychologie. 23(2), pp.139-145.

Bannert M. e Mengelkamp C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?. Metacognition and Learning, 3(1), pp.39-58.

Bannert M., Reimann P. (submitted). Supporting self-regulated hypermedia learning through prompts. Instructional Science.

Beaseley R. E., Wangh M. L. (1995). Cognitive mapping architectures and hypermedia disorientation: An empirical study. Journal of Educational Multimedia and Hypermedia (4), pp.239-255.

Boekaerts M. (1997). Self-Regulated Learning: A New Concept Embraced by Researchers Policy Makers, Educators, Teachers, and Students. Learning and Instruction, 7(2), pp.161-186.

Brown A. L. (1978). Knowing when, where, and how to remember: a problem of metacognition. In R. Glaser (eds.). Advances in Instructional Psychology. Hillsdale, NJ: Erlbaum, pp. 77-165.

Dillon A., Gabbard R. (1998). Hypermedia as an educational technology: a review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68, pp.322-349.

Flavell J. H., Wellman H. M. (1977). Metamemory. In R. Kail & W. Hagen (eds.). Perspectives on development of memory and cognition. Hillsdale, NJ: Erlbaum, pp. 3-31.

Friedrich H. F., Mandl H. (1992). Lern- und Denkstrategien – ein Problemaufriß. In H. Mandl & H. F. Friedrich (eds.), Lern- und Denkstrategien. Analyse und Intervention. Göttingen: Hogrefe, pp. 3-54.

Hasselhorn M. (1992). Metakognition und Lernen. In G. Nold (Ed.), Lernbedingungen und Lernstrategien. Welche Rolle spielen kognitive Verstehensstrukturen?. Tübingen: Gunter Narr Verlag, pp. 35-63.

Hasselhorn M. (1995). Kognitives Training: Grundlagen, Begrifflichkeiten und Desirate. In W. Hager (ed.), Programme zur Förderung des Denkens bei Kindern. Göttingen: Hogrefe, pp. 14-40.

Hermans H., Petermann F., Zielinski W. (1978). LMT - Leistungsmotivationstest. Amsterdam: Swets & Zeitlinger.

Hill J. R., Hannafin M. J. (1997). Cognitive Strategies and Learning from the World Wide Web. Educational Technology Research & Development, 45, pp.37-64.

Jacobson M. J., Maouri C., Mishra P., Kolar C. (1996). Learning with hypertext learning environments: Theory, design and research theory, design and research. Journal of Educational Multimedia and Hypermedia, 5(3/4), pp.239-281.

Kramarski B., Feldman Y. (2000). Internet in the classroom: Effects on reading comprehension, motivation and metacognitive awareness. Educational Media International, 37(3), pp.149-155.

Lawless K. A., Brown S. W. (1997). Multimedia learning environments: Issues of learner control and navigation. Instructional Science, 25, pp.117-131.

Lin X., Lehman J. D. (1999). Supporting Learning of Variable Control in a Computer-Based Biology Environment: effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching, 36 (7), pp.837-858.

Lin X., Hmelo C., Kinzer C. K., Secules T. (1999). Designing technology to support reflection. Educational Technology Research and Development, 47(3), pp.43-62.

Rouet J. F., Levonen J. J. (1996). Studying and learning with hypertext: empirical studies and their implications. In J. F. Rouet, J. J. Levonen, A. Dillon, R. J. Spiro (eds.), Hypertext and cognition. Hillsdale, NJ: Erlbaum, pp. 9-23.

Schneider W. (1996). Zum Zusammenhang zwischen Metakognition und Motivation bei Lern- und Gedächtnisvorgängen. In C. Spiel, U. KastnerKoller, P. Deimann (eds.), Motivation und Lernen aus der Perspektive lebenslanger Entwicklung. Münster: Waxmann, pp. 121-134.

Schnotz W. (1998). Strategy-specific information acccess in knowledge acquisition from hypertext. In L.B. Resnick, R. Säljö, C. Pontecorvo, B. Burge (eds.), Discourse, Tools, and Reasoning. Essays on Situated Cognition. Berlin: Springer.

Sweller J., van Merrienboer J., Paas F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), pp.251-296.

Tergan S.-O. (2002). Hypertext und Hypermedia: Konzeption, Lernmöglichkeiten, Lernprobleme und Perspektiven. In L. J. Issing, P. Klimsa (Hrsg.), Information und Lernen mit Multimedia und Internet. Weinheim: PVU, pp. 99-112.

Unz D. C., Hesse F. W. (1999). The use of hypertext for learning. Journal of Educational Computing Research, 20, pp. 279-295.

Veenman M. V. (1993). Metacognitive ability and metacognitive skill: Determinants of discovery learning in computerized learning environments. Amsterdam: University of Amsterdam.

Veenman M. V. J. (2007). The assessment and instruction of self-regulation in computer-based environments: a discussion. Metacognition and Learning, 2, pp.177-183.

Weinert E. (1994). Lernen lernen und das eigene Lernen verstehen. In K. Reusser, M. Reusser-Weyeneth (eds.), Verstehen – Psychologischer Prozeß und didaktische Aufgabe. Bern: Huber Verlag, pp. 183-205.

Wild K.P., Schiefele U., Winteler A. (1992). LIST. Ein Verfahren zur Erfassung von Lernstrategien im Studium. (Gelbe Reihe: Arbeiten zur Empirischen Pädagogik und Pädagogischen Psychologie, Nr. 20). Neubiberg: Universität der Bundeswehr, Institut für Erziehungswissenschaft und Pädagogische Psychologie.


Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.




Copyright (c) 2015 TD Tecnologie Didattiche

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Italian Journal of Educational Technology (IJET) | ISSN (print) 2532-4632 | ISSN (online) 2532-7720