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.
Available online: 2012-05-04
Shaikh, K., Zuberi, A., & Venkatesh, V. (2012). Exploring counter-theoretical instances of graduate learners’ self-regulatory processes when using an online repository. International Journal of Technologies in Higher Education, 9(1), 6-19. https://doi.org/10.18162/ritpu.2012.204