Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning
Self-regulated learning is regarded as a critical component of successful online education. Hence, the development of effective online education requires an orchestration of external control and freedom for self-regulation. Prompts are regarded as effective means for promoting such personalised and...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
Elsevier
2014
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| Online Access: | http://hdl.handle.net/20.500.11937/27882 |
| _version_ | 1848752387299213312 |
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| author | Lehmann, T. Hähnlein, I. Ifenthaler, Dirk |
| author_facet | Lehmann, T. Hähnlein, I. Ifenthaler, Dirk |
| author_sort | Lehmann, T. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Self-regulated learning is regarded as a critical component of successful online education. Hence, the development of effective online education requires an orchestration of external control and freedom for self-regulation. Prompts are regarded as effective means for promoting such personalised and adaptive learning processes in online education. Within two experimental studies, the effectiveness of preflective and reflective prompts is tested. Additionally, personal characteristics such as motivation and learning preferences are controlled. Results indicate that directed preflective prompts work best for novice learners. Such prompts also activate positive motivation within online learning environments. Still, more research is needed for investigating personalised and adaptive realisation of preflective prompts as well as automated feedback for SRL. © 2013 Elsevier Ltd. All rights reserved. |
| first_indexed | 2025-11-14T08:07:49Z |
| format | Journal Article |
| id | curtin-20.500.11937-27882 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:07:49Z |
| publishDate | 2014 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-278822017-09-13T15:13:59Z Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning Lehmann, T. Hähnlein, I. Ifenthaler, Dirk Self-regulated learning is regarded as a critical component of successful online education. Hence, the development of effective online education requires an orchestration of external control and freedom for self-regulation. Prompts are regarded as effective means for promoting such personalised and adaptive learning processes in online education. Within two experimental studies, the effectiveness of preflective and reflective prompts is tested. Additionally, personal characteristics such as motivation and learning preferences are controlled. Results indicate that directed preflective prompts work best for novice learners. Such prompts also activate positive motivation within online learning environments. Still, more research is needed for investigating personalised and adaptive realisation of preflective prompts as well as automated feedback for SRL. © 2013 Elsevier Ltd. All rights reserved. 2014 Journal Article http://hdl.handle.net/20.500.11937/27882 10.1016/j.chb.2013.07.051 Elsevier restricted |
| spellingShingle | Lehmann, T. Hähnlein, I. Ifenthaler, Dirk Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning |
| title | Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning |
| title_full | Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning |
| title_fullStr | Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning |
| title_full_unstemmed | Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning |
| title_short | Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning |
| title_sort | cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning |
| url | http://hdl.handle.net/20.500.11937/27882 |