Effects of a metacognitive support device in learning environments

Computers in Human Behavior

Volumn 25, Issue 4, 2009, Pages 829-835

  Bannert, Maria ^a   Hildebrand, Melanie ^a   Mengelkamp, Christoph ^b  

^a CHEMNITZ UNIVERSITY OF TECHNOLOGY   (Germany)

^b University of Koblenz Landau   (Germany)

Author keywords

Hypermedia learning; Knowledge acquisition; Metacognitive instruction; Support device

Indexed keywords

COMPUTER DEVICE; CONTROL GROUPS; ENHANCE LEARNING; EXPERIMENTAL GROUPS; HYPERMEDIA LEARNING; LEARNING ENVIRONMENTS; LEARNING OUTCOME; LEARNING TASKS; META-COGNITIVE BEHAVIOR; METACOGNITIVE; METACOGNITIVE INSTRUCTION; METACOGNITIVE KNOWLEDGE; METACOGNITIVE SUPPORT; MULTIMEDIA LEARNING; PRIOR KNOWLEDGE; PSYCHOLOGICAL THEORY; SUBJECTIVE RATING; SUPPORT DEVICE; SUPPORT DEVICES; TRANSFER PERFORMANCE; UNIVERSITY STUDENTS; WORK PLACE;

KNOWLEDGE ACQUISITION;

STUDENTS;

EID: 67349112926     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2008.07.002     Document Type: Article

References (40)

1. Astleitner H., and Leutner D. Learning strategies for unstructured hypermedia - A framework for theory, research, and practice. Journal of Educational Computing Research 13 (1995) 387-400
2. Azevedo R. Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist 40 (2005) 199-209 (Special Issue on Computers as Metacognitive Tools for Enhancing Student Learning)
3. Baker, L. (1994). Fostering metacognitive development. In Reese, H. (Ed.), Advances in Child Development and Behavior, 25, 201-239.
4. Bannert M. Effekte metakognitiver Lernhilfen auf den Wissenserwerb in vernetzten Lernumgebungen [Effects of metacognitive help devices on knowledge acquistion in networked learning environments]. Zeitschrift für Pädagogische Psychologie 17 (2003) 13-25
5. Bannert M. Designing metacognitive support for hypermedia learning. In: Okamoto T., Albert D., Honda T., and Hesse F.W. (Eds). The 2nd joint workshop of cognition and learning through media-communication for advanced e-learning (2005), Sophia University, Tokyo, Japan 11-16
6. Bannert M. Effects of reflection prompts when learning with hypermedia. Journal of Educational Computing Research. 4 (2006) 359-375
7. Bannert M. Metakognition beim Lernen mit Hypermedien. [Metacognition in Hypermedia Learning] (2007), Waxmann, Münster
8. Bannert M., and Mengelkamp C. 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 (2008) 39-58
9. Calvi L., and De Bra P. Proficiency-adapted information browsing and filtering in hypermedia educational systems. User Modelling and User-Adapted Interaction 7 (1997) 257-277
10. Clarebout G., and Elen J. Tool use in computer-based learning environments: Towards a research framework. Computers in Human Behavior 22 (2006) 389-411
11. Dillon A., and Gabbard R. Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research 68 (1998) 322-349
12. Friedrich H.F., and Mandl H. Lern- und Denkstrategien - ein Problemaufriß [Learning and thinking strategies]. In: Mandl H., and Friedrich H.F. (Eds). Lern- und Denkstrategien. Analyse und Intervention (1992), Hogrefe, Göttingen 3-54
13. Haller E.P., Child D.A., and Walberg H.J. Can comprehension be taught? A quantitative synthesis of metacognitive studies. Educational Researcher 17 (1988) 5-8
14. Hasselhorn M. Kognitives Training: Grundlagen, Begrifflichkeiten und Desiderate [Cognitive training: Foundations, terms and desiderates]. In: Hager W. (Ed). Programme zur Förderung des Denkens bei Kindern (1995), Hogrefe, Göttingen 14-40
15. Hasselhorn M., and Hager W. Kognitive Trainings auf dem Prüfstand: Welche Komponenten charakterisieren erfolgreiche Fördermaßnahmen? [Cognitive trainings re-examined: Components of success]. In: Beck M. (Ed). Evaluation als Maßnahme der Qualitätssicherung. Pädagogisch-psychologische Interventionen auf dem Prüfstand (1998), Deutsche Gesellschaft für Verhaltenstherapie, Tübingen 85-98
16. Hattie J., Biggs J., and Purdie N. Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research 66 (1996) 99-136
17. Hofer B. Epistomological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist 39 (2004) 43-55
18. Lawless K.A., and Brown S.W. Multimedia learning environments: Issues of learner control and navigation. Instructional Science 25 (1997) 117-131
19. Lin X. Designing metacognitive activities. Educational Technology Research and Development 49 (2001) 1042-1629
20. Lin X., and Lehman J.D. 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 (1999) 837-858
21. McManus T.F. Individualizing instruction in a web-based hypermedia learning environment: Nonlinearity, advanced organizers, and self regulated learners. Journal of Interactive Learning Research 11 (2000) 219-251
22. Mengelkamp, C., & Bannert, M. (submitted for publication) Judgements about Knowledge: Searching for Factors Influencing their Validity. Metacognition and Learning.
23. O'Hara, K., & Sellen, A. (1997). A comparison of reading paper and on-line documents. Papers: Papers about paper. In S. Pemberton (Ed.) Proceedings of ACM CHI 97 conference on human factors in computing systems (pp. 335-342). New York, NY: ACM.
24. Pintrich P.R., Smith D.A.F., Garcia T., and McKeachi W.J. Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement 53 (1993) 801-814
25. Pressley M., Borkowski J.G., and Schneider W. Good information processing: What it is and how education can do to promote it. International Journal of Educational Research 13 (1989) 857-867
26. Rosenshine B., Meister C., and Chapman S. Teaching students to generate questions: A review of the intervention studies. Review of Educational Research 66 (1996) 181-221
27. Rouet J.-F., and Levonen J.J. Studying and learning with hypertext: Empirical studies and their implications. In: Rouet J.-F., Levonen J.J., Dillon A., and Spiro R.J. (Eds). Hypertext and cognition (1996), Lawrence Erlbaum Associates, Mahwah, NJ 9-23
28. In: Schunk D.H., and Zimmerman B.J. (Eds). Self-regulated learning. From teaching to self-reflective practice (1998), Guilford, New York
29. Sweller J., van Merrienboer J., and Paas F. Cognitive architecture and instructional design. Educational Psychology Review 10 (1998) 251-296
30. Unz D.C., and Hesse F.W. The use of hypertext for learning. Journal of Educational Computing Research 20 (1999) 279-295
31. van den Boom G., Paas F., van Merrienboer J., and van Gog T. Reflection prompts and tutor feedback in a webbased learning environment: Effects on students' self-regulated learning competence. Computers in Human Behavior 20 (2004) 551-567
32. Veenman M.V. The assessment of metacognitive skills: What can be learned from multi-method designs?. In: Artelt C., and Moschner B. (Eds). Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (2005), Waxmann, Münster
33. Weidenmann B. Abbilder in Multimediaanwendungen [Use of pictures in multimedia]. In: Issing L.J., and Klimsa P. (Eds). Information und Lernen mit Multimedia und Internet (2002), PVU, Weinheim 83-96
34. Weinert F.E. Metakognition und Motivation als Determinanten der Lerneffektivität: Einführung und Überblick [Metacognition and motivation as determinants of learning activity: Introduction and overview]. In: Weinert F.E., and Kluwe R.H. (Eds). Metakognition, Motivation und Lernen (1984), Kohlhammer, Stuttgart 9-23
35. Weinert E. Lernen lernen und das eigene Lernen verstehen [Learning learning and understanding own learning]. In: Reusser K., and Reusser-Weyeneth M. (Eds). Verstehen - Psychologischer Prozeß und didaktische Aufgabe (1994), Huber Verlag, Bern 183-205
36. Weinstein C.E., Husman J., and Dierking D.R. Self-regulation interventions with a focus on learning strategies. In: Boekaerts M., Pintrich P.R., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic Press, San Diego, California 727-747
37. Wild, K.P., Schiefele, U., & Winteler, A. (1992). LIST. Ein Verfahren zur Erfassung von Lernstrategien im Studium [LIST. A scale for assessing learning strategies]. (Gelbe Reihe: Arbeiten zur Empirischen Pädagogik und Pädagogischen Psychologie, Nr. 20). Neubiberg: Universität der Bundeswehr, Institut für Erziehungswissenschaft und Pädagogische Psychologie.
38. Winne P. A perspective on state-of-the-art research on self-regulated learning. Instructional Science 33 (2005) 559-565
39. Winne P.H., and Perry N.E. Measuring self-regulated learning. In: Boekaerts M., Pintrich P.R., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic Press, San Diego, CA 531-566
40. Wirth, J. (2004). Selbstregulation von Lernprozessen [self-regulation of learning processes]. Münster: Waxmann.