The Interplay of Self-Regulated Learning, Cognitive Load, and Performance in Learner-Controlled Environments

Learner control allows for greater autonomy and is supposed to benefit learning motivation, but it might be more advantageous for students with specific learner characteristics. The current study looks into the relationships between self-regulated learning, cognitive load, and performance within lea...

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Published inEducation sciences Vol. 14; no. 8; p. 860
Main Authors Gorbunova, Anna, Lange, Christopher, Savelyev, Alexander, Adamovich, Kseniia, Costley, Jamie
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.08.2024
Subjects
Academic achievement
academic performance
Analysis
Cognitive Ability
Cognitive load
cognitive load theory
Distance learning
Education
Instructional design
Instructional Materials
Knowledge
Law students
learner control
Learner Controlled Instruction
Learning Strategies
Long Term Memory
Memory
Metacognition
Methods
prior knowledge
self-regulated learning
Short Term Memory
Students
Surveys
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Summary:Learner control allows for greater autonomy and is supposed to benefit learning motivation, but it might be more advantageous for students with specific learner characteristics. The current study looks into the relationships between self-regulated learning, cognitive load, and performance within learner-controlled environments. The research was conducted in an asynchronous online setting, allowing for learner control. Cognitive load and self-regulated learning were measured using self-report questionnaires. Performance was assessed through case solutions. The participants were 97 graduate law students studying the civil code. Analysis based on structural equation modeling showed that both prior knowledge and self-regulated learning skills significantly contribute to the increase in germane cognitive load and are positively correlated with performance. The implications of these findings underscore the critical role of prior knowledge and self-regulated learning skills in shaping the cognitive processes involved in learning, ultimately impacting academic achievement. These results emphasize the need for careful consideration of learner-control options in asynchronous online environments.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14080860