Article2008

Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students

Douglas F. Kauffman · Xun Ge · Kui Xie · Ching‐Huei Chen

120 citations0/0 files storedJournal of Educational Computing Research

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Innovative Teaching and Learning Methods Visual and Cognitive Learning Processes Educational Strategies and Epistemologies

Abstract

This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on college students' problem solving and writing within a Web-based instructional module. We found that students who received problem-solving prompts solved problems and wrote with more clarity than did students who did not receive problem solving prompts. Reflection prompts also positively influenced problem solving and writing, but only when students also received the problem solving prompts. This suggests that asking student to reflect on their work has a positive influence on students' problem solving, but only when they have clear understanding of what they are being asked to reflect on. Results are discussed relative to feedback and self-regulation theories.

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References

1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities 1991A Theory of Goal Setting and Task Performance 1995Feedback and Self-Regulated Learning: A Theoretical Synthesis 1994Assessing Metacognitive Awareness 1980Analogical problem solving 1989Self-explanations: How students study and use examples in learning to solve problems 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems 1997Instructional design models for well-structured and III-structured problem-solving learning outcomes

Cited by

2010The role of students' motivation in peer‐moderated asynchronous online discussions 2013Effects of an integrated concept mapping and web-based problem-solving approach on students' learning achievements, perceptions and cognitive loads 2016University students' self-control and self-regulated learning in a blended course 2011Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning 2013Scaffolding Hypermedia Learning Through Metacognitive Prompts

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