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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Updated: Sep 1, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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What self-regulation strategies do elementary students utilize while learning online?

Jodie Torrington1, Matt Bower1, Emma C Burns1

  • 1School of Education, Macquarie University, North Ryde, NSW 2109 Australia.

Education and Information Technologies
|August 15, 2022
PubMed
Summary
This summary is machine-generated.

Elementary students primarily use cognitive strategies for online learning, spending little time on planning or monitoring. Explicit instruction in these self-regulation skills is crucial for effective technology use in education.

Keywords:
COVID-19 pandemicElementary educationHypermediaOnline learningSelf-Regulated Learning

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Area of Science:

  • Educational Psychology
  • Human-Computer Interaction
  • Cognitive Science

Background:

  • Limited understanding of self-regulatory strategies employed by elementary students in hypermedia learning environments.
  • Hypermedia environments offer rich, interactive learning but require specific self-regulation skills for effective use.

Purpose of the Study:

  • To investigate the self-regulatory strategies used by elementary school students during an online research task.
  • To identify the balance between cognitive, planning, and monitoring strategies in a hypermedia context for young learners.

Main Methods:

  • Exploratory study involving 48 elementary students (average age 10.75).
  • Video data analysis using Azevedo et al.'s (2004) coding scheme for self-regulatory behavior.
  • Students completed a 20-minute online research task on space.

Main Results:

  • Students predominantly utilized cognitive strategies (75.26%) for information processing and summarization.
  • Minimal time was allocated to planning (6.99%) and monitoring (5.92%) learning processes.
  • A significant gap exists between hypermedia navigation skills and the application of planning and monitoring for enhanced learning.

Conclusions:

  • Elementary students' self-regulation in hypermedia is heavily skewed towards cognitive tasks, neglecting crucial planning and monitoring.
  • There is a clear need for explicit instruction in planning and monitoring strategies to foster comprehensive self-regulation skills in digital learning environments.
  • Findings have implications for curriculum development and pedagogical practices, particularly for technology-enhanced learning and remote education scenarios.