A Multilevel Analysis of the Effect of Prompting Self-Regulation in Technology-Delivered Instruction
Sitzmann, Traci; Bell, Bradford S.; Kraiger, Kurt; Kanar, Adam M.
We used a within-subjects design and multilevel modeling in two studies to examine the effect of prompting self-regulation, an intervention designed to improve learning from technology-delivered instruction. The results of two studies indicate trainees who were prompted to self-regulate gradually improved their knowledge and performance over time, relative to the control condition. In addition, Study 2 demonstrated that trainees’ cognitive ability and self-efficacy moderated the effect of the prompts. Prompting self-regulation resulted in stronger learning gains over time for trainees with higher ability or higher self-efficacy. Overall, the two studies demonstrate that prompting self-regulation had a gradual, positive effect on learning, and the strength of the effect increased as trainees progressed through training. The results are consistent with theory suggesting self-regulation is a cyclical process that has a gradual effect on learning and highlight the importance of using a within-subjects design in self-regulation. research.
self-regulation; learner control; technology-delivered instruction
An updated version of this paper can be found here: https://hdl.handle.net/1813/74889.