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指導教授:陳明溥 博士 研 究 生:余志鴻 Self-regulated learning in Web-based environment: Instructional tools designed to facilitate Cognitive strategy use, Metacognitive.

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Presentation on theme: "指導教授:陳明溥 博士 研 究 生:余志鴻 Self-regulated learning in Web-based environment: Instructional tools designed to facilitate Cognitive strategy use, Metacognitive."— Presentation transcript:

1 指導教授:陳明溥 博士 研 究 生:余志鴻 Self-regulated learning in Web-based environment: Instructional tools designed to facilitate Cognitive strategy use, Metacognitive progressing, and Motivational beliefs Kauffman, D. F., (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Educational Computing Research, 30(1 & 2), 139-161.

2 Abstract  在 Web-based 的環境下,那些策略可以增進學生的自律 學習及提升學生的學習成效 – 認知策略 ( 利用 note-taking methods) – 後設認知處理 ( 利用即時自我監控的回饋 ) – 動機信念 ( 利用建立自信的回饋 )  實驗樣本 – 選修教育心理學的 119 位大學生  結果 –note-taking methods 所設計的 matrix-form 組 ( 表格、圖形記事 ) 比 free-form 組 ( 文字、條列式記事 ) 能顯著幫助 learner 提升學習成效 – 給予學生建立自信的立即回饋,並無法顯著提升學生動機 – 自我監控的即時回饋對於 learner 的學習成效提升亦有幫助。

3 What is Self-regulation  Learners’ intentional efforts to manage and direct complex learning activities.  SRL is a multidimensional construct that includes complex interactions among cognitive strategy use, motivation, and metacognition (Butler & Winne, 1995; Perry, 2002; Schraw et al., 2002; Zimmerman, 2000)

4 Cognitive strategy component  Activities that support students’ active manipulation of academic content. –Free form note taking A baseline approach, or what students do before learning more effective methods. –Matrix organizer A 2-dimensional cross-classification table with topics along the top row, repeatable categories down the left-most column, and details in the intersecting cells.

5  Free form note taking

6  Matrix organizer

7 Metacognitive Component  Refers to the knowledge and ability students have to regulate cognitive activities (Brown,1987)  Help learners carry out a specific task –Help learners understand and regulate these cognitive processes (Artzt & Armour-Thomas, 1988)  Self-monitoring is a critical aspect of effective SRL because it provides learners with self- generated feedback regarding their own performance (Butler & Winne, 1995)

8 Motivational Component  In this present study, the motivational component was operationally defined as academic self-efficacy.  Academic self-efficacy as a significant predictor of student achievement (e.g.,Horm et al., 1993)  Students who received feedback demonstrated higher achievement and increased self-efficacy judgments as compared to students who did not receive feedback.

9 Methods  一組 8~12 人、文件夾、電腦  Procedures  第一階段  Introduction  背景調查、先備知識、學業自信、後設 認知查覺 (metacognition awareness)  第二階段  閱讀線上教材  製作筆記 (matrix,free-form)  Self-monitorning  給予是否完整學習、達到學習後測驗的提示  Efficacy-building  和其他人比較的回饋

10 Methods  Procedures  第三階段  學業自信、後設認知查覺的測驗  第四階段  15 分鐘閱讀筆記  第五階段 - 成就測驗  8 分鐘 -declarative test  16 分鐘 -procedure test  14 分鐘 -application test

11 Results  Self-efficacy feedback –A significant within subjects*academic self-efficacy building feedback interaction –self-efficacy did not increased  Metacognitive prompts –Self-monitoring prompts did not influence self-reported levels of metacognitive awareness  Note taking method –Matrices recorded (M=50.84) more notes than in the free form method (M=44.09)

12 Results  SRL prediction –Note taking methods, self-monitoring prompts, and self-efficacy building feedback, 雖然有一致性,但不顯著。  Self-monitoring prediction –Received self-monitoring prompts achieved higher as compared to students who did not receive prompts. –Self-monitorning * note taking interaction on the application test 在 matrix note 中達到顯著 在 free form 沒有差異  Academic self-efficacy prediction – 高一點但未達顯著  Note taking prediction –Using the matrix achieved higher than took notes freeform

13 Educational implications  Providing students with a matrix note taking tool is an efficient and effective way to help students gather and organize certain kinds of information from multiple Web sites.  Efficacy-building feedback has a positive influence on achievement, particularly on application-type questions  Students who are prompted to monitor their progress achieve higher than do students who are not prompted to self-monitor.

14 The End  Thanks


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