The Influence of different Self-monitoring systems on the Online reading behavior and learning effects of Elementary School Students

• Main Authors: Rang-Fu Liang, 梁榮富
• Other Authors: Kuo-En Chang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/87554204443251717569

碩士 === 國立臺灣師範大學 === 資訊教育學系在職進修碩士班 === 96 === Self-monitoring is the key procedure of self-regulation, and also the key factor of influence on learning effects. But literature discovers that because elementary school students lack the ability of self-monitoring, they do not follow self-regulation and self-monitoring system in study. Therefore it is necessary to help learners to do self-regulation through self-monitoring systems. The main purpose of this research is to discuss any changes happened and influence on learning effects of self-regulation behaviors including learning times, learning time, devoting degree, repeating times and time, when elementary school students study online reading in the hypermedia environments through different self-monitoring systems such as testing feedback, self- assessment etc. This research can be the reference for discussing online reading behavior and hypermedia learning environment of elementary school students in the future. This research adopts Posttest-Only Control Group Design by study 129 students of 4 classes of grade 5 of one of elementary schools in Taipei County. After experiment, data analysis and discussion adopt one-way ANOVA. There are three conclusions follows: 1.The testing feedback of self-monitoring systems has much influence on the learning times and repeating times of online reading for elementary school students. 2.The testing feedback in hypermedia learning and self-assessment of self-monitoring systems have no apparent differences on the learning time and repeating time for elementary school students. 3.The effects of self-monitoring for elementary school students in hypermedia learning are worthy to be researched continually.