Comparing the Self-Regulated Learning Strategy and Non-Self-Regulated Learning Strategy in Cognitive Load and Learning Effectiveness in an Exercise System

Abstract

Knowledge of the database management system is quite important. Effectively organizing, managing and analyzing data are indispensable capabilities in a database management system. In Taiwan, the low birth rate trend leads to that university students' learning level becomes low and uneven. And, in traditional classrooms, teachers aren't able to take high or low prior knowledge students into account at the same time. Self-regulated learning can let learners set their own goals and learning strategies to achieve learning goals and to improve their self-efficacy. E-learning can let learners handle their own learning contents, time and progress, to conform to the personalized learning. Therefore, self-regulated learning and e-learning can be applied with each other coordinately. There are many researches developing self-regulated learning system for learners toenhance their learning effectiveness. But with respect to the non-self-regulated learners, self-regulated learners which have higher autonomy might spend more time with efforts to adjust the learning goals and strategies. And few studies investigated the psychological burden of self-regulated learners. Thus, this study inspected cognitive load between self-regulated learnersand non-self-regulated learners. In this study, there were two classes at a university in central Taiwan, attending a database management system course and were divided into an experimental group and a control group. The numbers of effective samples were 34 and 41, respectively. The experimental group used an exercise system with self-regulated learning strategy. On the other hand, the control group applied non-self-regulated learning strategy. We had carried on an empirical research to investigate the effect of two kinds of learning strategies (self-regulated and non-self-regulated) on students' cognitive load and learning effectiveness during a semester (17 weeks). The result of this study showed that the self-regulated learning caused students achieving higher learning effectiveness but having higher cognitive load.