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Scaffolding Hypermedia Learning Through Metacognitive Prompts

  • Maria Bannert
  • Christoph Mengelkamp
Chapter
Part of the Springer International Handbooks of Education book series (SIHE, volume 28)

Abstract

The aim of this chapter is to discuss appropriate scaffolding for metacognitive reflection when learning with modern computer-based learning environments. Many researchers assume that prompting students for metacognitive reflection will affect the learning process by engaging students in more metacognitive behaviour leading to better learning performance. After defining basic constructs and assumptions, an overview of research on prompting metacognitive and self-regulated learning skills during hypermedia learning is presented. On the basis of this overview the design and effects of three kinds of metacognitive support (reflection prompts, metacognitive prompts, training & metacognitive prompts) are presented and discussed. In three experiments with university students, the experimental groups are supported by one of the types of metacognitive prompts, whereas the control groups are not supported. Analysis of learning processes and learning outcomes confirms the positive effects of all three types of metacognitive prompts; however their specific influence varies to a significant degree. The results and their explanations are in line with recent theories of metacognition and self-regulated learning. At the end of the chapter implications for the design of metacognitive support to improve hypermedia learning are discussed. Furthermore, implications for investigating metacognitive skills during hypermedia learning will be derived.

Keywords

Learning Goal Metacognitive Knowledge Metacognitive Skill Learning Session Metacognitive Activity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgement

This research was supported by funds from the German Science Foundation (DFG: BA 2044/1-1, BA 2044/5-1).

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.University of Wuerzburg, Educational MediaWürzburgGermany

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