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To calibrate or not to calibrate?. Conditions and processes of metacognitive calibration during hypermedia learning (Kalibrieren oder nicht kalibrieren? Bedingungen und Prozesse metakognitiver Kalibrierung wahrend des Lernens mit Hypermedien)
(2008)Methodology: experimental study ; Dissertation, Literature: English ; Quelldatenbank: EBPSYX ; Format:marcform: print ; Umfang: 3 S. Anhang.
Аннотация
Investigated conditions and processes of metacognitive calibration (adaptation to external conditions) during hypermedia learning. The empirical studies were designed based on the COPES model of self-regulated learning and the methodology of the traditional calibration paradigm and included a total of 188 students of biology and the humanities. Study 1 examined calibration to task complexity in the preparatory stages of learning. Students were consistently and significantly able to adapt their judgments to the complexity of the learning tasks of the 6 categories of B. Bloom's revised taxonomy of educational objectives. They demonstrated good relative and absolute calibration. Study 2 focused on calibration to task complexity in the enactment stages of learning. Students solved 5 learning tasks of different Bloom categories using a hypertext on genetic fingerprinting and again demonstrated their ability to adapt their judgments to the complexity of the learning tasks. Also suggestive of adaptation to task complexity, no significant differences were found in the percentage of correct answers for tasks of varying difficulty. Study 3 investigated calibration to text complexity in the enactment stages of learning and revealed significant relative calibration for all dependent variables under examination. In closing, the empirical results are systematically related to the COPES model.
