Metacognitive regulation contributes to digital text comprehension in E-learning
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Metacognitive regulation contributes to digital text comprehension in E-learning Debora I. Burin 1,2 & Federico Martin Gonzalez 1 Irene Injoque-Ricle 1,2
& Juan Pablo Barreyro
1,2
&
Received: 11 February 2019 / Accepted: 23 April 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract
This study examined the contribution of self-reported metacognitive regulation of reading to expository digital text comprehension in an e-learning environment, completed at home, instead of a class or lab. Two hundred and nineteen college students read and answered questions about two low previous knowledge hypertexts, and reported metacognitive activities during the comprehension tasks with a metacognitive inventory referred to the tasks just completed. They also completed a questionnaire about their Internet frequency use and experience. Verbal ability and working memory tests were administered in a lab session. Exploratory and confirmatory factor analyses defined two factors underlying the metacognitive scale, Global/Monitoring, including having in mind the task purpose, re-reading and paying attention to important or difficult parts, and Problem Solving in disorientation or lack of understanding, and the use of typography and navigation elements as comprehension aids. Metacognitive activity scores were neither associated with verbal ability nor Internet experience. Students with more verbal ability, more Global/Monitor metacognitive skills, and more Internet experience were more likely to correctly answer comprehension questions. Results are in line with previous studies in controlled settings and show the relevance of self-regulation for elearning comprehension. Keywords Metacognition . Metacognitive scale . Text comprehension . Digital text comprehension . E-learning Post-secondary education through e-learning platforms continues to grow, not only for distance education, but also combined with face-to-face activities in mixed or blended higher education courses, in both industrialized and developing countries (Seaman et al. 2018; Palvia et al. 2018). In the United States, the U.S. Department of Education’s National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS)
* Federico Martin Gonzalez [email protected] Extended author information available on the last page of the article
D. I. Burin et al.
database registered that 31.6% of all students were taking at least one online course (Seaman et al. 2018). Consequently, there is an increased interest in research addressing factors affecting e-learning outcomes. This paper is focused in the case of digital expository text comprehension within an e-learning environment.
Digital text comprehension Reading comprehension today is a complex construct, defined as “the joint outcome of three sources of influence: the reader, the text and the activity, task or purpose for reading” (OECD 2019, p.30; see also Salmerón et al. 2018). Reader, text and task dimensions interact within a specific setting or scen
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