Metacognitive Structuring while Learning with Hypermedia

Abstract

In this research, the presence and nature of learners’ metacognition were explored through think-aloud protocols while they were engaged with autonomous learning in hypermedia settings. This purpose was achieved through two studies, one a preliminary investigation which established the viability of application in hypermedia learning settings of a method of identification and classification of metacognition designed by Meijer, Veenman, and Van Hout Wolters (2005, 2006). This proved positive and informed the major research, a multiple case study, of the extent to which learners regard themselves as autonomous in these settings and whether provision of metacognitive training enhanced their awareness of being metacognitive, and/or their autonomy. In this major research, top-level structuring (Bartlett, 1978, 2008) was adopted as a second classificatory technique which allowed distinctions of a learner’s organisational systems to be captured within the categories established through Meijer et al.’s system.