| The focus on trainees as active participants in the learning process increases the value of studying learner control designs and the facilitation of metacognition during training. Both learner control and metacognition are ideally suited for examination in a web-based training (WBT) program. The present study uses WBT to explore patterns of behavior in which trainees engage to seek out information, practice, and feedback. A four-cell factorial design allows the examination of two manipulations: metacognitive monitoring and metacognitive control. A positive impact is found for seeking behaviors on training outcomes, including learning, self-efficacy, and performance. The prompting of metacognitive monitoring and control did not produce the expected results, but the results shed light on questions for future research. |
