Investigating learning from hypermedia via the implementation of a computer-based metacognition training regimen and a hypermedia program

This research investigates metacognitive strategies and tools to help learners become knowledgeable about learning strategies and aware of their own metacognition within the context of hypermedia learning environments. It also investigates how such metacognitive knowledge and awareness impacts achievement and transfer. The use and benefits of detached metacognition training and embedded metacognitive tools are analyzed. The detached training is a computer-based tutorial on reflective learning and the embedded tool is a learning mentor function within the hypermedia learning environment. One hundred and forty-two nursing students at a large Midwestern university participated in the study. Results indicate that the metacognitive strategies and tools under investigation facilitated both subject-matter knowledge and metacognitive awareness.