Effects of Metacognitive Monitoring During Problem Solving on Academic Achievement

• In Event: Poster Session 15
  In Poster Session: Metacognition, Studying, and Self-Regulated Learning

Abstract

Scaffolding higher education students’ self-regulated learning and metacognitive strategies during online learning continues to be a critical issue for researchers in multiple disciplines. Although studies indicate that externally supporting students’ self-regulation is helpful few empirical studies have investigated what levels of support are most effective for promoting students’ self-regulated learning behaviors. This study investigated the effectiveness of minimum and maximum support for student self-monitoring of metacognition during an ill-structured problem-solving exercise. Results show that the minimum support group performed better on a concept knowledge test than both the maximum support and control groups. Theoretical and instructional design implications are discussed.

Authors

• Naomi Malone, StraCon Group

• Haiyan Bai, University of Central Florida

• Atsusi Hirumi, University of Central Florida