Student and Teacher Perspectives on Improve Self-Regulation Prompts in Web-Based Learning

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    This chapter explicates an empirically grounded and detailed theoretical framework for understanding the various components of self-regulated learning. A key distinction is articulated between metacognitive knowledge and metacognitive monitoring. It is argued that it is the accurate monitoring of learning experiences that is critical for effective self-regulation during learning, and that various accuracy measures for judgments of learning differ in how well they assess this construct of monitoring accuracy. Particular emphasis is placed on the importance of improving the relative accuracy of metacognitive monitoring skills, and that typical instruction in study strategies may not be sufficient to improve monitoring. The results of studies and manipulations that have resulted in superior monitoring accuracy are reviewed, and the implications for the development of learning technologies are discussed. A key observation is that in order to provide the opportunity for the development of effective regulatory skills, learning environments need to be careful not to deprive students of the opportunity to engage in self-regulation or monitoring of their own understanding.\n
    Original languageAmerican English
    Title of host publicationInternational Handbook of Metacognition and Learning Technologies
    EditorsRoger Azevedo, Vincent Aleven
    Place of PublicationNew-York, NY
    PublisherSpringer New York
    Pages35-51
    Number of pages17
    ISBN (Electronic)9781441955463
    ISBN (Print)9781493951277
    DOIs
    StatePublished - 20 Mar 2013

    Publication series

    NameSpringer International Handbooks of Education
    PublisherSpringer
    Volume28
    ISSN (Print)2197-1951
    ISSN (Electronic)2197-196X

    Keywords

    • Preservice Teacher
    • Conceptual Understanding
    • Metacognitive awareness

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