The Role of Self-Regulated Learning in Fostering Students Understanding of Complex Systems with Hypermedia

This study examined the effectiveness of self-regulated learning (SRL) training in facilitating students' learning with hyerpermedia as indicated by both performance and process data. Undergraduate students (n=131) were randomly assigned to either a training condition on how to regulate their learning-,(n=63) or a no training condition (n=68) and used a hypermedia environment to learn about the circulatory system. Students in the training group were given a 30-minute training period on the use of specific empirically based self-regulated learning variables designed to foster their conceptual understanding. Pretest, posttest, and verbal protocol data were collected. Findings reveal that the training condition facilitated the shift in learners' mental models significantly more than did the no training condition. Verbal protocol data indicated that this shift in trained students' conceptual understanding was based on the use of the SRL variables taught during training. Training participants regulated their learning by planning and activating their prior knowledge, engaging in several metacognitive monitoring activities, using several effective strategies, handling task difficulties and demands by planning their time and effort, and expressing interest in the topic. SRL training participants also differed in the amount of time spent on each representation of information. (Contains 1 table and 57 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Running Head: SRL AND LEARNING WITH HYPERMEDIA The Role of Self-Regulated Learning in Fostering Students Understanding of Complex Systems with Hypermedia Roger Azevedo and Jennifer G. Cromley University of Maryland, College Park