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The influences of self-regulated learning support and prior knowledge on improving learning performance
ARTICLE

, , Institute of Information Science, Taiwan ; , Graduate Institute of Network Learning Technology, Taiwan

Computers & Education Volume 126, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Self-regulated learning (SRL) is helpful to students. On the other hand, prior knowledge has great effects on students' self-regulation and learning performance. To this end, this study aimed to examine how high prior knowledge students (HPKs) and low prior knowledge students (LPKs) behaved differently when interacting with a SRL environment. To achieve this aim, we proposed a self-regulated learning support system (SRLSS) for a mathematical course. The results showed that the gap of learning performance between the HPKs and LPKs was removed after a long-term learning process. Moreover, the LPKs and HPKs behaved similarly in the forethought and self-reflection phases but some behavior differences were found in the performance phase, where the LPKs relied on the notes and sought support the dashboard and quiz records while the HPKs did not demonstrate such a tendency. Our results' theoretical and methodological implications and possible applications for further research are also discussed.

Citation

Yang, T.C., Chen, M.C. & Chen, S.Y. (2018). The influences of self-regulated learning support and prior knowledge on improving learning performance. Computers & Education, 126(1), 37-52. Elsevier Ltd. Retrieved June 3, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.06.025

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