Metacognitive regulation contributes to digital text comprehension in E-learning.
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| Title: | Metacognitive regulation contributes to digital text comprehension in E-learning. |
|---|---|
| Authors: | Burin, Debora I.1,2 (AUTHOR), Gonzalez, Federico Martin1 (AUTHOR) fmgonzalez@psi.uba.ar, Barreyro, Juan Pablo1,2 (AUTHOR), Injoque-Ricle, Irene1,2 (AUTHOR) |
| Source: | Metacognition & Learning. Dec2020, Vol. 15 Issue 3, p391-410. 20p. |
| Subject Terms: | *Comprehension, *Exploratory factor analysis, *Verbal ability, *Memory testing, Confirmatory factor analysis |
| Abstract: | This study examined the contribution of self-reported metacognitive regulation of reading to expository digital text comprehension in an e-learning environment, completed at home, instead of a class or lab. Two hundred and nineteen college students read and answered questions about two low previous knowledge hypertexts, and reported metacognitive activities during the comprehension tasks with a metacognitive inventory referred to the tasks just completed. They also completed a questionnaire about their Internet frequency use and experience. Verbal ability and working memory tests were administered in a lab session. Exploratory and confirmatory factor analyses defined two factors underlying the metacognitive scale, Global/Monitoring, including having in mind the task purpose, re-reading and paying attention to important or difficult parts, and Problem Solving in disorientation or lack of understanding, and the use of typography and navigation elements as comprehension aids. Metacognitive activity scores were neither associated with verbal ability nor Internet experience. Students with more verbal ability, more Global/Monitor metacognitive skills, and more Internet experience were more likely to correctly answer comprehension questions. Results are in line with previous studies in controlled settings and show the relevance of self-regulation for e-learning comprehension. [ABSTRACT FROM AUTHOR] |
| Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 146788804 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Metacognitive regulation contributes to digital text comprehension in E-learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burin%2C+Debora+I%2E%22">Burin, Debora I.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gonzalez%2C+Federico+Martin%22">Gonzalez, Federico Martin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> fmgonzalez@psi.uba.ar</i><br /><searchLink fieldCode="AR" term="%22Barreyro%2C+Juan+Pablo%22">Barreyro, Juan Pablo</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Injoque-Ricle%2C+Irene%22">Injoque-Ricle, Irene</searchLink><relatesTo>1,2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Metacognition+%26+Learning%22">Metacognition & Learning</searchLink>. Dec2020, Vol. 15 Issue 3, p391-410. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Exploratory+factor+analysis%22">Exploratory factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Verbal+ability%22">Verbal ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Memory+testing%22">Memory testing</searchLink><br /><searchLink fieldCode="DE" term="%22Confirmatory+factor+analysis%22">Confirmatory factor analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined the contribution of self-reported metacognitive regulation of reading to expository digital text comprehension in an e-learning environment, completed at home, instead of a class or lab. Two hundred and nineteen college students read and answered questions about two low previous knowledge hypertexts, and reported metacognitive activities during the comprehension tasks with a metacognitive inventory referred to the tasks just completed. They also completed a questionnaire about their Internet frequency use and experience. Verbal ability and working memory tests were administered in a lab session. Exploratory and confirmatory factor analyses defined two factors underlying the metacognitive scale, Global/Monitoring, including having in mind the task purpose, re-reading and paying attention to important or difficult parts, and Problem Solving in disorientation or lack of understanding, and the use of typography and navigation elements as comprehension aids. Metacognitive activity scores were neither associated with verbal ability nor Internet experience. Students with more verbal ability, more Global/Monitor metacognitive skills, and more Internet experience were more likely to correctly answer comprehension questions. Results are in line with previous studies in controlled settings and show the relevance of self-regulation for e-learning comprehension. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=146788804 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11409-020-09226-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 391 Subjects: – SubjectFull: Comprehension Type: general – SubjectFull: Exploratory factor analysis Type: general – SubjectFull: Verbal ability Type: general – SubjectFull: Memory testing Type: general – SubjectFull: Confirmatory factor analysis Type: general Titles: – TitleFull: Metacognitive regulation contributes to digital text comprehension in E-learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burin, Debora I. – PersonEntity: Name: NameFull: Gonzalez, Federico Martin – PersonEntity: Name: NameFull: Barreyro, Juan Pablo – PersonEntity: Name: NameFull: Injoque-Ricle, Irene IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 15561623 Numbering: – Type: volume Value: 15 – Type: issue Value: 3 Titles: – TitleFull: Metacognition & Learning Type: main |
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