Supporting Learners' Metacognition: The Role of a Monitoring Intervention When Learning From Multiple Conflicting Resources

• In Event: Multiple Document Reading and Writing

Abstract

We examined the effects of a monitoring intervention on learning from multiple resources. Learners were randomly assigned to experimental or control conditions and completed a series of measures at pre- and post-test. Learners in both conditions received task instructions and a writing prompt. Those in the experimental condition received a monitoring intervention. The remaining procedures were consistent for both conditions. Learners were provided four conflicting sources about the digital natives myth and composed an essay in response. Results indicated significant differences in beliefs and knowledge for both conditions from pre- to post-test. However, no significant differences were found between conditions on the outcome measures of interest. Implications and significance are discussed.

Authors

• Taylor Marie Young, Pennsylvania State University
  Presenting Author

• Michele Dornisch, Long Island University - Post
  Non-Presenting Author

• Rayne A. Sperling, Pennsylvania State University
  Non-Presenting Author