Computer environments as metacognitive tools for enhancing learning

Educational Psychologist

Volumn 40, Issue 4, 2005, Pages 193-197

  Azevedo, Roger ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33144469680     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15326985ep4004_1     Document Type: Review

References (48)

1. Anderson, J., & Labiere, C. (1998). The atomic components of thought. Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
2. Azevedo, R. (2002). Beyond intelligent tutoring systems: Computers as MetaCognitive tools to enhance learning? Instructional Science, 30, 31-45.
3. Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40, 199-209.
4. Azevedo, R., & Hadwin, A. (in press). Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science.
5. Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
6. Boekaerts, M., Pintrich, P., & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic.
7. Brown, A. L. (1975). The development of memory: Knowing, knowing about knowing, and knowing how to know. In H. W. Reese (Eds.), Advances in child development and behavior (Vol. 10). New York: Academic.
8. Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanism. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116): Hillsdale, NJ: Lawrence Erlbaum Associates, Inc..
9. Butler, D., & Winne, P. H. (1995). Feedback as self-regulated learning: A theoretical synthesis. Review of Educational Review, 65, 245-281.
10. Clark, R. E. (2004). Research on web-based learning: A half-full glass. In R. Bruning, C. Horn, & L. PytlikZillig (Eds.), Web-based learning. What do we know? Where do we go? (pp. 1-22). Greenwich, CT: Information Age.
11. Collins, C., Brown, J., & Newman, S. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc..
12. Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning andmotivation.Educational Psychologist, 18, 88-109.
13. Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.
14. de Jong, T., Beishuizen, J., Hulshof, C., Prins, F., van Rijn, H., van Someren, M., et al. (2005). Determinants of discovery learning in a complx simulation learning environment. In P. Gardenfors & P. Johansson (Eds.), Cognition, education, communication, and technology (pp. 257-283). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
15. Derry, S. J., & Lajoie, S. P. (1993). Computers as cognitive tools. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc..
16. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
17. Flavell, J. H. (1985). Cognitive Development. Englewood Cliffs, NJ: Prentice Hall.
18. Graesser, R. C., McNamara, D., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through AutoTutor and iSTART. Educational Psychologist, 40, 225-234.
19. Greeno, J. (1998). The situativity of knowing, learning, and research. American Psychologist, 53, 5-26.
20. Hacker, D. J. (1998). Definitions and empirical foundations. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 1 -23). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
21. Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (1998). Metacognition in educational theory and practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
22. Jonassen, D. H., & Land, S. M. (2000). Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
23. Jonassen, D., & Reeves, T. (1996). Learning with technology: Using computers as cognitive tools. In D. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 694-719). New York: Macmillan.
24. Lajoie, S. P. (1993). Computer environments as cognitive tools for enhancing learning. In S. Derry & S. P. Lajoie (Eds.), Computers as cognitive tools (pp. 261-288). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc..
25. Lajoie, S. P. (2000). Computers as cognitive tools II: No more walls: Theory change, paradigm shifts and their influence on the use of computers for instructional purposes. Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
26. Lajoie, S. P., & Azevedo, R. (in press). Teaching and learning in technology-rich environments. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
27. Lin, X., Schwartz, D. L., & Hatano, G. (2005). Toward teachers' adaptive metacognition. Educational Psychologist, 40, 245-255.
28. Mathan, S., & Koedinger, K. R. (2005). Benefits of tutoring error detection and self-correction skills. Educational Psychologist, 40, 257-265.
29. Mayer, R. (2003). Learning environments: The case for evidence-based practice and issue-driven research. Educational Psychology Review, 15, 359-373.
30. Paris, S. G., Byrnes, J. P., & Paris, A. H. (2001). Constructing theories, identities, and actions of self-regulated learners. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 253-288). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
31. Pea, R. D. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist, 20, 167-182.
32. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self regulation (pp. 452-502). New York: Academic.
33. Quintana, C., Zhang, M., & Krajcik, J. (2005). Scaffolded software environments for supporting metacognitive aspects of online inquiry. Educational Psychologist, 40, 235-244.
34. Resnick, L. B. (1991). Shared cognition: Thinking as a social practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 1-20). Washington, DC: American Psychological Association.
35. Rogoff, B. (1997). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
36. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351-371.
37. Schunk, D. (2001). Social cognitive theory of self-regulated learning. In & B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125-152). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
38. Shapiro, A., & Niederhauser, D. (2004). Learning from hypertext: Research issues and findings. In D. H. Jonassen (Ed.), Handbook of research for education communications and technology (2nd ed., pp. 605-620). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
39. Shute, V., & Psotka, J. (1996). Intelligent tutoring system: Past, present, and future. In D. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 570-600). New York: Macmillan.
40. Solomon, G., Perkins, D. N., & Globerson. T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20(3), 2-9.
41. Wenger, E. (1987). Artificial intelligence and tutoring systems. Lost Altos, CA: Morgan Kaufmann.
42. White, B., & Frederiksen, J. (2005). Cognitive models and instructional environments that foster young learners' metacognitive development. Educational Psychologist, 40, 211-223.
43. Winn, W. (2003). Research methods and types of evidence for research in educational technology. Educational Psychology Review, 15, 367-373.
44. Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 153-189). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc..
45. Zimmerman, B. (1986). Becoming a self-regulated learner: Which are the key sub-processes? Contemporary Educational Psychology, 11, 307-313.
46. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective (pp. 13-39). In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self regulation. New York: Academic Press.
47. Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. Zimmerman & D. Schunk (Eds), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1-38). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
48. Zimmerman, B., & Schunk, D. (Eds.). (2001). Self-regulated learning and academic achievement (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..