Effects of cognitive and metacognitive hints on reading performance in a digital learning environment

Leonie Brummer; Marlies ter Beek; Anouk Donker; Marie-Christine Opdenakker

Effects of cognitive and metacognitive hints on reading performance in a digital learning environment

Leonie Brummer, Marlies ter Beek, Anouk Donker, Marie-Christine Opdenakker

Onderzoek en Evaluatie van Effectiviteit van Onderwijs

Onderzoeksoutput › Academic

Samenvatting

In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.

Originele taal-2	English
Status	Published - 27-aug.-2017
Evenement	JURE 2017: 21th Conference of the JUnior REsearchers of EARLI (European Association for Research on Learning and Instruction) - Tampere, Finland Duur: 27-aug.-2017 → 28-aug.-2017 Congresnummer: 21 http://www.earli-jure2017.org/

Conference

Conference	JURE 2017
Land/Regio	Finland
Stad	Tampere
Periode	27/08/2017 → 28/08/2017
Ander	“Education in the light of multiple perspectives: Towards intertwining personalised and collaborative learning”
Internet adres	http://www.earli-jure2017.org/

Handle.net

Permanente koppeling

EARLI 2017
Beek, ter, M. (Invited speaker)
29-aug.-2017 → 2-sep.-2017
Activiteit: Academic presentation › Academic

Citeer dit

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title = "Effects of cognitive and metacognitive hints on reading performance in a digital learning environment",

abstract = "In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.",

keywords = "Self-Regulated Learning, Hints, Digital learning environment, Cognition, Metacognition, Reading",

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note = "JURE 2017 : 21th Conference of the JUnior REsearchers of EARLI (European Association for Research on Learning and Instruction) ; Conference date: 27-08-2017 Through 28-08-2017",

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T1 - Effects of cognitive and metacognitive hints on reading performance in a digital learning environment

AU - Brummer, Leonie

AU - ter Beek, Marlies

AU - Donker, Anouk

AU - Opdenakker, Marie-Christine

N1 - Conference code: 21

PY - 2017/8/27

Y1 - 2017/8/27

N2 - In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.

AB - In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.

KW - Self-Regulated Learning

KW - Hints

KW - Digital learning environment

KW - Cognition

KW - Metacognition

KW - Reading

M3 - Poster

T2 - JURE 2017

Y2 - 27 August 2017 through 28 August 2017

ER -

Effects of cognitive and metacognitive hints on reading performance in a digital learning environment

Samenvatting

Conference

Handle.net

Vingerafdruk

Activiteiten

EARLI 2017

Citeer dit