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 |
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| Language: | English |
| Authors: | Burin, Debora I. (ORCID |
| Source: | Metacognition and Learning. Dec 2020 15(3):391-410. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Metacognition, Reading Comprehension, Short Term Memory, Tests, Hypermedia, College Students, Reading Processes, Electronic Learning, Internet, Student Attitudes, Problem Solving, Correlation, Verbal Ability, Technological Literacy |
| DOI: | 10.1007/s11409-020-09226-8 |
| ISSN: | 1556-1623 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1275842 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 1556-1623 |
| DOI: | 10.1007/s11409-020-09226-8 |
