Supporting Self-Regulated Hypermedia Learning through Prompts
ISAIJLS Volume 40, Number 1, ISSN 0020-4277
The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally: Prompting and Prompting with Training. In Experiment 1, Prompting was tested with a pre-post-test between subject design, including thinking-aloud data. Students of the experimental group (n = 20) were prompted for self-regulation activities that had to be followed while learning basic learning theory. No self-regulation support was offered in the control group (n = 20). In Experiment 2 (Prompting with Training), the experimental group (n = 20) received a short training, in addition to the prompting: the self-regulated learning activities were explained in detail, demonstrated and practiced right before the learning session. Again, no self-regulation support was offered in the control group (n = 20). Analyses of learning processes and learning outcomes confirm partly the positive effects of both measures of self-regulated learning prompts. The more extended measure (with training) had superior effects on students' learning transfer performance and acceptance. Implications for the design of instructional support to improve self-regulated learning with computer-based learning environments are discussed. (Contains 1 figure and 6 tables.)
Bannert, M. & Reimann, P. (2012). Supporting Self-Regulated Hypermedia Learning through Prompts. Instructional Science: An International Journal of the Learning Sciences, 40(1), 193-211.
Cited ByView References & Citations Map
Carlos Alario-Hoyos & Iria Estvez-Ayres, Universidad Carlos III de Madrid; Mar Prez-Sanagustn, Pontificia Universidad Catlica de Chile, Santiago, Chile; Carlos Delgado Kloos & Carmen Fernndez-Panadero, Universidad Carlos III de Madrid
The International Review of Research in Open and Distributed Learning Vol. 18, No. 3 (May 12, 2017)
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