{"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.
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.