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The effect of cues for calibration on learners' self-regulated learning through changes in learners' learning behaviour and outcomes

机译：通过改变学习者的学习行为和学习成果，进行校准的提示对学习者自我调节学习的影响

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摘要

Literature on blended learning emphasizes the importance of self-regulation for learning in blended learning environments and the role of learners' calibration. Although literature on calibration is clear on its importance for self-regulated learning, it provides inconclusive insight into the effect of support for calibration on learners' self-regulated learning. One under-investigated avenue might be learners' ability to act on the cues provided. In order to establish a more accurate picture of the effect of support for calibration on self-regulated learning, our study investigates whether providing cues for calibration affects learners' self-regulated learning, and whether this effect is different for learners with different metacognitive abilities. We investigate this effect by examining changes in learners' learning behaviour and outcomes. A pre-post design with one control and two experimental conditions was applied in a blended learning environment. Learners in the experimental conditions received either functional validity feedback (F condition) or functional and cognitive validity feedback (FC condition). Learners in the control condition did not receive any cues. Learners' behaviour was analysed using event sequence analysis. Learners' post-test learning scores were subjected to multivariate analysis of covariance, with condition and learners' metacognitive ability as independent variables. The results show a significant and unexpected impact of condition and learners' metacognitive abilities on learners' learning behaviour and outcomes. This manuscript discusses the unexpected results in terms of their theoretical and practical implications and provides recommendations for future research. We conclude that if cues for calibration are provided through functional and cognitive validity feedback, learners' calibration capabilities will increase. Yet, we hypothesize that for this to result in goal-directed self-regulated learning, learners might need to be guided in how to apply the cognitive and metacognitive strategies needed.
机译：关于混合学习的文献强调了自我调节对于混合学习环境中学习的重要性以及学习者校准的作用。尽管关于校准的文献对于其对自律式学习的重要性很明确，但它提供了对支持校准对学习者的自律式学习效果的不确定性见解。一个未得到充分研究的途径可能是学习者根据提供的线索采取行动的能力。为了更准确地了解校准支持对自我调节学习的影响，我们的研究调查了提供校准提示是否会影响学习者的自我调节学习，以及这种影响对于具有不同元认知能力的学习者是否有所不同。我们通过检查学习者学习行为和结果的变化来研究这种影响。在混合学习环境中应用了具有一个控件和两个实验条件的事前设计。在实验条件下的学习者会收到功能有效性反馈（F条件）或功能和认知有效性反馈（FC条件）。处于控制状态的学习者没有收到任何提示。使用事件序列分析对学习者的行为进行了分析。对学习者的测试后学习分数进行协方差的多变量分析，条件和学习者的元认知能力为自变量。结果表明，状况和学习者的元认知能力对学习者的学习行为和结果产生了重大而出乎意料的影响。该手稿从理论和实践意义上讨论了意想不到的结果，并为以后的研究提供了建议。我们得出的结论是，如果通过功能和认知有效性反馈提供校准提示，则学习者的校准能力将会提高。然而，我们假设为了使这种目标导向的自我调节学习，可能需要指导学习者如何应用所需的认知和元认知策略。

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