Work

Prompting Cognitive and Metacognitive Processing in Writing-to-Learn Enhances Learning Outcomes

Year: 2006

Type: article

Abstract: Learning protocols are a promising follow-up course work.A learning protocol is a written explication of one's learning processes and outcomes.According to the self-regulation view of writing-to-learn, such writing assignments have to be supported.In this study, learning protocols were structured by prompts to elicit important learning activities as they are postulated in a cyclical model of self-regulated learning.An experiment (N = 103) was conducted in which students received either (a) no prompts, (b) cognitive prompts, (c) metacognitive prompts, (d) mixed prompts without planning-ofregulation prompts or, (e) mixed prompts including planningof-regulation prompts.The groups with prompts outperformed the control group on comprehension and retention measures.Furthermore, prompting all essential sub-processes of self-regulated learning (mixed prompts including planningof-regulation prompts) was most effective.

Source: eScholarship (California Digital Library)

Authors: Sandra Hübner, Matthias Nückles, Alexander Renkl

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2621934627

FWCI: 2.366

Cites: 14

Cited by: 30

Related to: 10