Effects Of Online Self-regulated Learning Integrated With Metacognitive Scaffolds On Online Learners' Self-regulation,learning Performance,and Self-regulated Behaviors ——The Case Of High School Students' Programming Education

In this era of rapid development of Internet technology,many courses rely on free and open learning platforms to "move" from offline to online to carry out online teaching.Nowadays,as long as people can use computers or smart mobile devices,they can obtain a large number of free and high-quality educational resources anytime and anywhere.Online learning is becoming a new normal in the intelligent age.However,some surveys show that the learning autonomy of primary and middle school students in my country is insufficient under the condition of "low supervision".At the same time,many studies have pointed out that learners' self-regulated learning ability is a key element for the success of online autonomous learning.On the other hand,in the information age,computer programming is considered an essential skill in the 21 st century.Programming learning is a cyclical process of continuously planning and implementing solutions,reflecting and identifying errors,and debugging,and this process is similar to the selfregulation of learning.Therefore,this article takes the programming learning of high school students as the research context,in a completely online autonomous learning environment,based on the basic theory of self-regulated learning,designs an online self-regulated learning intervention framework suitable for programming learning of high school students,and designs and Develop metacognitive tools for online self-regulated learning to improve the ability of online learners to self-regulate learning.Finally,a controlled experiment was designed and implemented to verify the influence of this intervention on students' metacognitive strategies,learning effects and self-regulated learning behaviors.Based on the presence or absence of online self-regulated learning intervention,this study divided high school first-year students into an experimental group(with intervention)and a control group(without intervention).The study mainly verified the effectiveness of the intervention through the difference in the level of the two groups of students' metacognitive strategies,and tested the self-regulated learning through the pre-and post-test scores of the two groups of students' programming learning,the degree of engagement in the learning process,and the learners' online learning behaviors.Influence on the effect of programming learning.The result shows that:1.In this study,online self-regulated learning interventions(including frameworks and tools)are based on the 6 interventions proposed by Nicol and Macfarlan-Dick that are conducive to the development of students' self-regulated learning ability Design based on principles:Intervention helps learners clarify what is good learning performance,promotes self-assessment during learning,provides high-quality resources to students during learning,encourages and enhances students' learning motivation and value beliefs,and provides students with complementary learning status.Opportunities for target performance gaps,and use system feedback to improve learning effects.2.Online self-regulation learning intervention can improve students' online selfregulation metacognitive strategy level;3.Online self-regulated learning intervention has no direct impact on students' programming learning performance.The relationship between the intervention and student learning performance will be affected by the students' own online self-efficacy.Students with higher online self-efficacy have better online learning performance.Online self-regulated learning intervention affected students' cognitive and behavioral investment.The intervention group's cognitive and behavioral investment were better than those of the non-intervention group,while the intervention had no effect on students' emotional investment;4.The online self-regulation intervention has affected part of the learning behaviors of learners.The three types of learning behaviors of "video watching time","video watching" and "total effective learning time" of the intervention group students were significantly higher than those of the non-intervention group There was no significant difference between students and other types of online self-regulated learning behaviors.After the intervention of online selfregulated learning,the higher the student's task strategy level,the more the students watch videos,view document resources,do questions,and view answers and analysis,and the longer they watch the video;The higher the level of self-reflection,the more times students watch videos,fill in self-reflections,and submit reflections.vice versa.The main contribution of this research is to expand the application context of online selfregulated learning theory of programming learning in senior high schools,and provide empirical data for supporting the effective application of self-regulated learning theory in programming learning learnt by senior high school students.