Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Metacognition and Learning Pub Date : 2024-05-18 DOI:10.1007/s11409-024-09385-y

Ying Wang, Rayne A. Sperling, Jennelle L. Malcos

{"title":"Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback","authors":"Ying Wang, Rayne A. Sperling, Jennelle L. Malcos","doi":"10.1007/s11409-024-09385-y","DOIUrl":null,"url":null,"abstract":"<p>The present study investigated the extent to which monitoring practice and timely monitoring feedback, contextualized in an online undergraduate biology course, improved students’ metacognitive monitoring and learning outcomes. The intervention followed a true experimental design and randomly assigned 162 students into three conditions: a control condition, a monitoring practice (MP) condition, and a monitoring practice and timely monitoring feedback (MP + MF) condition. Students in the control condition received weekly content practice in alignment with the concurrent course content. Students in the MP condition also received weekly content practice but in addition received monitoring practice for each weekly practice session. In the MP + MF condition, students additionally received timely monitoring feedback for each item, which indicated whether they were underconfident, accurate, or overconfident in their answers. Results showed that students across the three conditions reported higher metacognitive awareness and self-efficacy for strategic learning. Additionally, students in the MP + MF condition were more accurate in monitoring their learning, especially in monitoring the difficult knowledge items when compared to the control condition. Students’ qualitative judgment justification responses also demonstrated the factors they considered when judging their performance. Implications for future research and practice are discussed.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"28 1","pages":""},"PeriodicalIF":3.9000,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Metacognition and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11409-024-09385-y","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

The present study investigated the extent to which monitoring practice and timely monitoring feedback, contextualized in an online undergraduate biology course, improved students’ metacognitive monitoring and learning outcomes. The intervention followed a true experimental design and randomly assigned 162 students into three conditions: a control condition, a monitoring practice (MP) condition, and a monitoring practice and timely monitoring feedback (MP + MF) condition. Students in the control condition received weekly content practice in alignment with the concurrent course content. Students in the MP condition also received weekly content practice but in addition received monitoring practice for each weekly practice session. In the MP + MF condition, students additionally received timely monitoring feedback for each item, which indicated whether they were underconfident, accurate, or overconfident in their answers. Results showed that students across the three conditions reported higher metacognitive awareness and self-efficacy for strategic learning. Additionally, students in the MP + MF condition were more accurate in monitoring their learning, especially in monitoring the difficult knowledge items when compared to the control condition. Students’ qualitative judgment justification responses also demonstrated the factors they considered when judging their performance. Implications for future research and practice are discussed.

Abstract Image

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

通过练习和及时监测反馈，在生物课程中支持大学生进行元认知监测

本研究调查了在线本科生物课程中的监控练习和及时监控反馈在多大程度上改善了学生的元认知监控和学习效果。干预采用了真正的实验设计，将 162 名学生随机分配到三个条件中：对照条件、监控练习（MP）条件和监控练习与及时监控反馈（MP + MF）条件。对照条件下的学生每周接受与同期课程内容一致的内容练习。在 MP 条件下，学生每周也进行内容练习，但在每周的练习课上还进行监控练习。在 MP + MF 条件下，学生还能及时获得每个项目的监测反馈，这些反馈会显示他们的答案是不够自信、准确还是过于自信。结果显示，三种条件下的学生都具有较高的元认知意识和策略学习的自我效能感。此外，与对照组相比，"MP + MF "条件下的学生在监控自己的学习方面更加准确，尤其是在监控难度较大的知识点方面。学生的定性判断理由回答也表明了他们在判断自己的成绩时所考虑的因素。本文讨论了对未来研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

期刊介绍： The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.