Time and Performance in Online Learning: Applying the Theoretical Perspective of Metacognition
Time and Performance in Online Learning: Applying the Theoretical Perspective of Metacognition
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DOI：
10.1111/dsji.12216
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发表时间：
2020-07-09
影响因子：
1.9
通讯作者：
Ye, Chen
中科院分区：
文献类型：
--
作者：
Zhao, Lin;Ye, Chen
教育心理学家发现，元认知校准可以预测自我调节学习的学习结果。本研究运用教育心理学的元认知理论，假设元认知校准影响在线学习的学习时间和学习成绩。从230名在介绍信息系统课程中完成在线自我调节作业的大学生收集的数据证实，更高的校准精度会导致作业表现更好，从而有助于提高考试成绩。此外，更高的校准精度也减少了学生花在在线作业上的时间。然而，花在作业上的时间并不是校准对学习成绩影响的中介。本研究提出了一个整体模型，评估元认知在网上学习的影响分配和考试水平的学习成果，通过自然的学习环境中收集的现场数据的开创性工作。研究结果强调，有必要包括元认知校准的学习者的特点之一，在研究模型解决学生在网上学习的表现。
Educational psychologists have found that metacognitive calibration predicts learning outcomes in self-regulated learning. In this research the authors apply theories of metacognition from educational psychology and postulate that metacognitive calibration influences learning time and performance in online learning. Data gathered from 230 college students who completed online self-regulated assignments in an introductory information systems course confirms that higher calibration accuracy leads to better performance on assignments, which contributes to higher exam grades. In addition, higher calibration accuracy also reduces the amount of time students spent on the online assignments. However, time spent on the assignments is not a mediator of the effect of calibration on learning performance. This research presents pioneering work in examining a holistic model that assesses the impact of metacognition in online learning on both assignment and exam level learning outcomes using field data collected through a natural learning setting. The findings highlight the need to include metacognitive calibration as one of the learner characteristics in research models addressing student performance in online learning.