Résumés
Abstract
Academic self-regulation theories have proposed that learning involves a complex set of cognitive and metacognitive mechanisms that are enacted in phases. These phases include task understanding, strategy adoption, monitoring, and reflection. Whereas classical approaches to self-regulation contend that these phases work together to influence academic performance, the empirical research reported herein reveals that, for essay writing in an online learning environment, improved self-regulation is not necessarily associated with improved learning outcomes. We begin by reviewing frameworks for academic self-regulation, specifically in the context of learners’ experiences in online repositories equipped with Topic Maps (ISO 13250) indexes. We then offer explanations for counter-theoretical interactions found between task understanding (a frontline phase of self-regulation) and academic performance in 38 graduate learners who used Topic Maps to tackle ill-structured essay tasks. Our investigation sheds light not only on how learners’ perceptions of feedback facilitate task understanding, but also on the complex relationship between task understanding and monitoring proficiencies.
Keywords:
- Topic Maps,
- Online Learning,
- Self-Regulation,
- Task Understanding,
- Monitoring
Résumé
Les théories de l’auto-régulation académique proposent que le processus complexe d’apprentissage est contrôlé par une série de mécanismes cognitifs et metacognitifs qui se manifestent en phases dont la compréhension des tâches, l’adoption des stratégies, l’auto-modération et la réflexion. Alors que les orientations classiques de l’auto-régulation proposent que ces phases travaillent ensemble pour influencer la performance académique, la recherche empirique révélée dans cet article montre que, dans un contexte d’apprentissage en ligne, une amélioration de l’auto-régulation ne reflète pas nécessairement une amélioration de la performance académique. Nous présenterons d’abord une synthèse des cadres de l’auto-régulation académique pour mieux refléter les expériences des 38 apprenants du deuxième cycle qui ont utilisé un dépôt de documents équipé d’un index « Topic Maps » pour compléter des essais. Nous proposerons ensuite des raisons qui expliquent les instances contre-théorique dans les relations entre la compréhension des tâches et la performance académique ainsi qu’entre la compréhension des tâches et l’auto-modération de ces apprenants.
Mots-clés :
- Topic Maps,
- apprentissage en ligne,
- auto-régulation,
- compréhension des tâches,
- auto-modération
Parties annexes
Bibliography
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