Learners often fail to regulate their own learning in computer-based learning environments¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2013: baselines and conditions change

Subclaims¶

q2 i? Several studies show that learners do not regulate their own learning or often make inappropriate metacognitive decisions, especially in computer-based learning environments. → Lee 2008

Evidence¶

Lee 2008¶

Lee, Hyeon Woo. (2008). The effects of generative learning strategy prompts and metacognitive feedback on learners' self-regulation, generation process, and achievement. Dissertation in Instructional Systems, The Pennsylvania State University. https://etda.libraries.psu.edu

q2 · i? · causal · r2

The dissertation reports, citing Azevedo & Cromley (2004) and Roll et al. (2005), that "learners do not regulate their own learning" in computer-based environments; the cited studies' designs are not described in the available text, so this is a second-hand assertion.

"However, several studies have shown that learners do not regulate their own learning or they often make inappropriate metacognitive decisions, especially in a computer-based learning environment (Azevedo & Cromley, 2004; Roll et al., 2005)."

Discussion¶

Related Claims¶

• Veenman's 2007 discussion addresses assessment and instruction of self-regulation in computer-based environments with attention to metacognitive skill measurement and intelligent tutoring systems — related
• Successful discoverers regulate learning more systematically, planning experiments and monitoring progress, while unsuccessful learners work unsystematically — a narrower finding that bears on this claim
• Metacognitive prompts improve learning — related
• When AI assistance is withdrawn, student performance tends to decline, revealing a lack of internalized learning strategies — a narrower finding that bears on this claim
• Metacognitive prompting increases domain-general metacognitive SRL activities (goal specification and strategic planning) in young learners in a CBLE — a narrower finding that bears on this claim