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Examining the Effect of Embedded Met...

Downs, Jean Summer.

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Examining the Effect of Embedded Metacognitive Prompts on Online Community College Students' Metacognitive Strategies.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the Effect of Embedded Metacognitive Prompts on Online Community College Students' Metacognitive Strategies./
作者:	Downs, Jean Summer.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	170 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22589523
ISBN:	9781085703604

Examining the Effect of Embedded Metacognitive Prompts on Online Community College Students' Metacognitive Strategies.
Downs, Jean Summer.

Examining the Effect of Embedded Metacognitive Prompts on Online Community College Students' Metacognitive Strategies. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 170 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (D.Ed.)--Capella University, 2019.

This item must not be sold to any third party vendors.

Online learning environments may be especially challenging for community college students due to the higher degree of independent and self-regulated learning required in online courses compared to traditional face-to-face courses. Although digital texts are now commonly used in online courses, current research has suggested that students engage in different learning strategies when reading digital texts, which may negatively affect learning and reading comprehension. Thus, researchers have urged instructional designers to focus efforts on developing digital learning environments that feature metacognitive tools to facilitate learning. In the online learning environment, one instructional design strategy is to embed prompts into a learning activity to encourage students to perform specific metacognitive activities while engaged in an online task. Research examining the use of metacognitive prompts in online science course designs is abundant; thus, additional research in other disciplines is needed. The purpose of this quasi-experimental study was to examine whether embedding metacognitive prompts in general education online course designs may improve students' metacognitive awareness of reading strategies. Using a quasi-experimental pretest-posttest nonequivalent control group design, the study compared students' Metacognitive Awareness of Reading Strategies Inventory (MARSI) scores in two online course sections taught by the same professor. Participants in the experimental condition engaged with prompts, which were continuously embedded in the assigned online reading materials, whereas participants in the control condition did not have prompts embedded in the assigned online reading materials. Paired samples t-tests indicate no statistical differences between the pretest and posttest Global Reading Strategies (GLOB), Problem-Solving Strategies (PROB), Support Reading Strategies (SUP), or overall posttest scores within either the experimental or control condition following the embedded-prompt intervention. Additionally, independent samples t-tests show no statistically significant differences in GLOB, PROB, SUP, or overall posttest MARSI scores of community college students who engaged in online reading assignments with embedded metacognitive prompts in an online general education course compared with community college students in a general education online course without metacognitive prompts. Although the study shows no significant differences between students' MARSI scores in the experimental and control conditions, methodological limitations, such as a small sample size, unknown baseline participant reading comprehension levels, and unknown participant participation in reading strategy instruction, affect the outcome.

ISBN: 9781085703604Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Community college

Examining the Effect of Embedded Metacognitive Prompts on Online Community College Students' Metacognitive Strategies.
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