Using Guided Learner-Generated Instructional Strategies to Transform Learning into a Constructive Cognitive and Metacognitive Activity

Abstract

Successful learning outcomes in learner-controlled, computer-based training environments are inherently dependent upon learners' possession of well-developed metacognitive skills, that is, how well learners are able to accurately monitor and regulate their knowledge acquisition process. The present study explored the effectiveness of embedding a guided learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of computer-based complex task training. In terms of cognitive processes, results showed that incorporating the query method into the training resulted in improved integration and application of task-relevant knowledge, as indicated by greater similarity to an expert model of the domain and better performance on an integrative transfer task. With regard to metacognitive processes, the query method may have also assisted participants in more accurately monitoring their comprehension, as indicated by their significantly lower bias scores. Results are discussed in the context of designing adaptive learning systems.