Changes in the effect of concept map-based autonomous learning under different levels of self-regulation

Abstract

This research is to explore the changes of concept map-based autonomous learning effect and its correlating with self-perceptions, motivational beliefs and the use of learning strategies which are the components of self-regulated learning. A mixed approach is employed with quantitative data from a self-regulation strategies questionnaire and evaluation of concept map, as well as qualitative data from a follow-up interview with thirty-three postgraduate students participated in this research. Our results indicate that the changes in the effect can be divided into three traces according to different trends, spikes and stability. Although it doesn’t reveal the significant correlations of the level of self-regulation and changes in the effect, we find that students have perceived the factors that may affect their changes of learning performance. This study highlights the characteristics of the autonomous learning effect trend during a period of time, and contributes to the instructional use of concept map as well.