VIDEO PROMPTS FOR SELF-REGULATED LEARNING: METACOGNITION AND REFLECTION ACTIVITY

Author

Janet Sedgley, The University of Montana

Year of Award

2015

Document Type

Dissertation

Degree Type

Doctor of Philosophy (PhD)

Degree Name

Individualized Interdisciplinary Doctoral Program

Department or School/College

Interdisciplinary Studies Program

Committee Chair

Nader Shooshtari

Commitee Members

Shawn Clouse, Betsy Bach, Udo Fluck, Nancy Arnold

Keywords

executive functioning, learning, metacognition, reflection, Self-regulated learning, video prompts

Publisher

The University of Montana

Abstract

This study explored video metacognitive prompts as a method of engaging students in self-regulated learning. The study was completed in the naturalistic setting of fully online learning. Such learning environments imply a distance between faculty and students that makes student self-direction vital to success. However students are only infrequently practicing self-regulated learning skills.

Recommended Citation

Sedgley, Janet, "VIDEO PROMPTS FOR SELF-REGULATED LEARNING: METACOGNITION AND REFLECTION ACTIVITY" (2015). Graduate Student Theses, Dissertations, & Professional Papers. 4600.
https://scholarworks.umt.edu/etd/4600