Pieschl, Stephanie: To calibrate or not to calibrate? : conditions and processes of metacognitive calibration during hypermedia learning. 2007
Inhalt
- 1 Introduction
- 2 Theoretical Background
- 2.1 The COPES-Model of Studying (Winne & Hadwin, 1998)
- 2.1.1 The COPES Facets for Learning
- 2.1.2 The Four Stages of the COPES-Model
- 2.1.3 Metacognitive Processes in the COPES-Model
- 2.1.4 Conclusion
- 2.2 Metacognitive Calibration
- 2.2.1 Selective and Critical Review of Traditional Research on Calibration
- 2.2.2 An Extended Definition of the Construct Calibration
- 2.2.3 A New Research Strategy – Transfer of Methodology
- 2.2.4 Conclusion
- 2.3 Task Complexity – An Important External Condition
- 2.3.1 Theoretical Conceptualizations and Potential Operationalisations
- 2.3.2 Bloom’s (Revised) Taxonomy of Educational Objectives
- 2.3.3 Empirical Results and Corresponding Theoretical Explanations
- 2.3.4 Conclusion
- 2.4 Text Complexity – An Important External Condition
- 2.4.1 Theoretical Conceptualizations and Potential Operationalisations
- 2.4.2 Empirical Results and Corresponding Theoretical Explanations
- 2.4.3 Conclusion
- 2.5 Prior Domain Knowledge – An Important Internal Condition
- 2.5.1 Theoretical Framework – the Expert Paradigm
- 2.5.2 Empirical Results and Corresponding Theoretical Explanations
- 2.5.3 Conclusion
- 2.6 Epistemological Beliefs – An Important Internal Condition
- 3 Empirical Studies
- 3.1 Main Research Questions of the Empirical Studies
- 3.2 Hypertext on “Genetic Fingerprinting”
- 3.2.1 MetaLinks – A Template for Hierarchical Hypertexts
- 3.2.2 Navigation in the Hypertext
- 3.2.3 The Overall Structure of the Hypertext on “Genetic Fingerprinting”
- 3.2.4 A Quantitative Description of the Hypertext on “Genetic Fingerprinting”
- 3.2.5 Chapter on mtDNA Analysis
- 3.2.6 Chapter on STR Analysis
- 3.2.7 Chapter on Y-STR Analysis
- 3.2.8 Formative and Summative Evaluation of Text Complexity
- 3.3 Study I: Calibration to Task Complexity in the Preparatory Stages
- 3.3.1.2 Participants
- 3.3.1.3 Materials
- 3.3.2 Results
- 3.3.2.1 Do Students Discriminate Between Tasks of Different Complexity?
- 3.3.2.2 Do Students Calibrate to Task Complexity?
- 3.3.2.3 The Impact of Prior Domain Knowledge and Epistemological Beliefs
- 3.3.3 Local Discussion
- 3.4 Study II – Calibration to Task Complexity in the Enactment Stages
- 3.4.1.2 Participants
- 3.4.1.3 Materials
- 3.4.2 Results
- 3.4.2.1 Do Students Discriminate Between Tasks of Different Complexity?
- 3.4.2.2 Do Students Calibrate to Task Complexity?
- 3.4.2.3 The Impact of Prior Domain Knowledge and Epistemological Beliefs
- 3.4.2.4 Determinants of the Learning Outcome
- 3.4.3 Local Discussion
- 3.5 Study III – Calibration to Text Complexity in the Enactment Stages
- 3.5.1.2 Participants
- 3.5.1.3 Materials
- 3.5.2 Results
- 3.5.2.1 Do Students Discriminate Between Texts of Different Complexity?
- 3.5.2.2 Do Students Calibrate to Text Complexity?
- 3.5.2.3 The Impact of Prior Domain Knowledge and Epistemological Beliefs
- 3.5.2.4 Determinants of the Learning Outcome
- 3.5.3 Local Discussion
- 4 General Discussion
- 4.1 Are the Empirical Results Consistent with the COPES-Model?
- 4.2 Do Learners Adapt their Learning to External Conditions?
- 4.3 Which are the Most Important External Conditions?
- 4.4 Do Internal Conditions Impact these Adaptation Processes?
- 4.5 Do Conditions Impact All Stages Alike?
- 4.6 Is More Flexible and Accurate Adaptation Beneficial for Learning?
- 4.7 Proposing Specifications of the COPES-Model
- 4.8 Practical Implications
- 4.9 Future Research
- References
- Appendix