The Relationship Between Metacognitive Monitoring Strategies and Learning Using a Person-Centered Approach

• In Event: Learning in Technology-Based Environments

Abstract

Learners’ average metacognitive monitoring strategy frequencies (content evaluations [CEs], judgments of learning [JOLs], feelings of knowing [FOKs], and monitoring progress towards goals [MPTGs]) were used to examine learning gains using a person-centered approach as they interacted with MetaTutor. Undergraduates (n=94) engaged in self- and externally-facilitated regulated learning as they studied the human circulatory system with MetaTutor, a hypermedia-based intelligent tutoring system (ITS), and used a self-regulated learning palette in MetaTutor to indicate their use of metacognitive processes. Using hierarchical clustering, results showed a difference in learning between clusters differing in metacognitive monitoring process usage. Specifically, learners who used both CEs and JOLs for a greater proportion of monitoring strategy usage had significantly greater learning gains than learners who used MPTGs.

Authors

• Daryn Dever, University of Central Florida

• Franz Wortha, Universität Greifswald

• Megan Wiedbusch, University of Central Florida

• Roger Azevedo, University of Central Florida