Anthonysamy Lilian
Faculty of Management, Multimedia University, Persiaran Multimedia, 63100 Cyberjaya, Selangor Malaysia.
Educ Inf Technol (Dordr). 2021;26(6):6881-6899. doi: 10.1007/s10639-021-10518-y. Epub 2021 Apr 20.
The primary objective of this study is to evaluate the relationship between the use of metacognitive strategies and learning performance in online learning among university students. The global lockdown due to the Covid-19 global pandemic outbreak has resulted in major interruptions in students' learning and education at all levels around the world. One of the consequences of university closures is that students suddenly find themselves having a lot more responsibility for their learning. Surprisingly, many students are not fully equipped with the relevant skills to excel in online learning despite being born into technology. Students are not aware of how to look inward to examine how they learn and to judge which methods are effective especially when faced with new forms of learning online because they lack metacognitive skills. Metacognition is crucial to the talent of learning. Although many researchers affirmed that metacognitive skills are crucial in any learning, a study on the impact of the use of metacognitive strategies on learning performance is still rudimentary. The study was carried out with 770 university IT students who have taken at least one online learning course. Data was collected using a self-administered instrument that was adapted from multiple sources. Three hypotheses were formulated and structural equation modeling was employed to conduct path modeling analysis. The findings from this study affirmed that students who use metacognitive strategies in online learning are indeed capable of evaluating their understanding of the course content and are capable of adding more effort in regulating their learning process. In view of the findings, this study will be useful for course instructors and students to establish practices on how to utilise metacognitive strategies to enhance students' learning performance as those lacking in metacognition may find themselves at a huge disadvantage.
本研究的主要目的是评估大学生在在线学习中使用元认知策略与学习成绩之间的关系。由于新冠疫情全球大流行导致的全球封锁，给世界各地各级学生的学习和教育带来了重大干扰。大学关闭的后果之一是学生突然发现自己对自己的学习承担了更多责任。令人惊讶的是，尽管许多学生出生在科技时代，但他们并未完全具备在在线学习中取得优异成绩的相关技能。学生们不知道如何审视自己的学习方式，也不知道如何判断哪些方法是有效的，尤其是在面对新的在线学习形式时，因为他们缺乏元认知技能。元认知对于学习能力至关重要。尽管许多研究人员肯定元认知技能在任何学习中都至关重要，但关于使用元认知策略对学习成绩影响的研究仍处于初级阶段。该研究对770名至少参加过一门在线学习课程的大学信息技术专业学生进行。数据通过改编自多个来源的自填式工具收集。提出了三个假设，并采用结构方程模型进行路径建模分析。本研究的结果证实，在在线学习中使用元认知策略的学生确实能够评估他们对课程内容的理解，并且能够在调节学习过程中付出更多努力。鉴于这些发现，本研究将有助于课程教师和学生确立如何利用元认知策略来提高学生学习成绩的做法，因为那些缺乏元认知的人可能会发现自己处于极大的劣势。
