The Effects of Prompting Self-Regulated Learning Strategies to Facilitate Conceptual Change in an Online Learning Environment

• In Event: Research on Self-Regulated Learning Poster Session

Abstract

Despite a vast body of research about self-regulated learning (SRL) and its association with academic success, no research has yet examined the effects of using SRL to induce conceptual change. In this study, an experimental design was employed to assess if prompting undergraduate students to use specific SRL strategies in an online learning environment facilitated conceptual change compared to a control group where SRL strategies are not prompted. Our preliminary findings suggest that participants in the control group performed better than the treatment group although these differences were not significant. Across both conditions, changes in students’ conceptual understanding from pretest and posttest were also not significant.

Authors

• Alana Aiko Uilani Kennedy, Northern Arizona University

• Gale M. Sinatra, University of Southern California

• Stephen J. Aguilar, University of Southern California