Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning

Educational Psychologist

Volumn 40, Issue 4, 2005, Pages 199-209

  Azevedo, Roger ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33144490089     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15326985ep4004_2     Document Type: Review

References (97)

1. Aleven, V., & Koedinger, K. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science, 26, 147-181.
2. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4, 167-207.
3. Anderson, J. R., Douglass, S., & Qin, Y. (2005). How should a theory of learning and cognition inform instruction? In A. Healy (Ed.), Experimental cognitive psychology and its applications (pp. 47-58). Washington, DC: American Psychological Association.
4. Azevedo, R. (2002). Beyond intelligent tutoring systems: Computers as MetaCognitive tools to enhance learning? Instructional Science, 30, 31-45.
5. Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40, 199-209.
6. Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96, 523-535.
7. Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.
8. Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (in press). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science.
9. Azevedo, R., Guthrie, J. T., & Seibert, D. (2004). The role of self-regulated learning in fostering students' conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30(1), 87-111.
10. Azevedo, R., Moos, D. C., Winters, F. W., Greene, J. A., Cromley, J. G., Olson, E. D., et al. (2005, June). External regulated learning: The role of a human tutor in facilitating students'learning of science with hypermedia, Paper to be presented at the 12th International Conference on AI in Education, Amsterdam, The Netherlands.
11. Azevedo, R., Winters, F. I., & Moos, D. C. (2004). Can students collaboratively use hypermedia to learn about science? The dynamics of self- and other-regulatory processes in an ecology classroom. Journal of Educational Computing Research, 31, 215-245.
12. Baylor, A., & Ryu, J. (2003). The effects of image and animation in enhancing pedagogical and agent persona. Journal of Educational Computing Research, 28(4), 373-394.
13. Bera, S., & Liu, M. (in press). Cognitive tools, individual differences, and group processing as mediating factors in a hypermedia environment. Computers in Human Behavior.
14. Boekaerts, M., Pintrich, P., & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic.
15. Brush, T., & Saye, J. (2001). The use of embedded scaffolds with hypermedia-supported student-centered learning. Journal of Educational Multimedia and Hypermedia, 10, 333-356.
16. Brusilovsky, P. (2001). Adaptive hypermedia. User Modeling and User-Adapted Interaction, 11, 87-110.
17. Brusilovsky, P. (2004). Adaptive navigation support in educational hypermedia: The role of student knowledge level and the case for meta-adaptation. British Journal of Educational Technology, 34, 487-497.
18. Butler, D., & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
19. Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. The Journal of the Learning Sciences, 14, 161-199.
20. Chi, M. T. H., de Leeuw, N., Chiu, M. -H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
21. Chi, M. T. H., Siler, S., & Jeong, H. (2004). Can tutors monitor students' understanding accurately? Cognition and Instruction, 22, 363-387.
22. Chi, M. T. H., Siler, S., Jeong, H., Yamauchi, T., & Hausmann, R. (2001). Learning from human tutoring. Cognitive Science, 25, 471-534.
23. Clark, R. (2004). Research on web-based learning: A half-full glass. In R. Brunning, C. Horn, & L. PytlikZillig (Eds.), Web-based learning: What do we know? Where do we go (pp. 1-22)? Greenwich, CT: Information Publishing Age.
24. 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..
25. Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-109.
26. Corno, L., & Randi, J., (1999). A design theory for classroom instruction in self-regulated learning? In C. Reigeluth (Ed.), Instructional-design theories and models (Vol. II): A new paradigm of instructional theory (pp. 293-318). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
27. Cromley, J. G., Azevedo, R., & Olson, E. D. (2005, June). Self-regulation with multiple representations in learning about science with hypermedia. Paper to be presented at the 12th International Conference on AI in Education, Amsterdam, The Netherlands.
28. Derry, S. J., & Lajoie, S. P. (1993). Computers as cognitive tools. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc..
29. Dillon, A., & Gabbard, R. (1998). Hypermedia as educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68, 322-349.
30. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data (2nd ed.). Cambridge, MA: MIT.
31. Goldman, S. (2003). Learning in complex domains: When and why do multiple representations help? Learning & Instruction, 13, 239-244.
32. Goldman, S., Petrosino, A., & Cognition and Technology Group at Vanderbilt. (1999). Design prInc.iples for instruction in content domain: Lessons from research on expertise and learning. In F. Durso, R. Nickerson, R. Schvaneveldt, S. Dumais, D. Linsday, & M. Chi (Eds.), Handbook of Applied Cognition (pp. 597-627). New York: Wiley.
33. Graesser, A. C., Bowers, C. A., Hacker, D. J., & Person, N. K. (1997). An anatomy of naturalistic tutoring. In K. Hogan & M. Pressley (Eds.), Effective scaffolding of instruction (pp. 145-184). Cambridge, MA: Brookline Books.
34. Graesser, A. C., Hu, X., & McNamara, D. (2005). Computerized learning environments that Inc.orporate research in discourse psychology, cognitive science, and computational linguistics. In A. Healy (Ed.), Experimental cognitive psychology and its applications (pp. 183-194). Washington, DC: American Psychological Association.
35. Graesser, R. C., McNamara, D., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through AutoTutor and iSTART. Educational Psychologist, 40, 225-234.
36. Greene, J. A., & Azevedo, R. (2005, June). Are there key self-regulatory skills that facilitate shifts in students' mental models when learning science with hypermedia? Paper to be presented at the 12th International Conference on AI in Education, Amsterdam, The Netherlands.
37. Hargis, J. (2001). Can students learn science using the internet? Journal of Research on Computing in Education, 33, 475-487.
38. Hartley, K. (2001). Learning strategies and hypermedia instruction. Journal of Educational Multimedia & Hypermedia, 10, 285-305.
39. Hartley, K., & Bendixen, L. (2003). The use of comprehension aids in a hypermedia environment: Investigating the impact of metacognitive awareness and epistemological beliefs. Journal of Educational Multimedia and Hypermedia, 12, 275-289.
40. Hegarty, M., Narayanan, H., & Freitas, P. (2002). Understanding machines from multimedia and hypermedia presentations. In J. Otero & J. León (Eds.), Psychology of science text comprehension (pp. 357-384). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
41. Hmelo, C. E., Holton, D., & Kolodner, J. L. (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9, 247-298.
42. Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches and issues. Cambridge, MA: Brookline Books.
43. Jacobson, M. (in press). From non-adaptive to adaptive educational hypermedia: Theory, research, and design issues.
44. Jacobson, M., & Archodidou, A. (2000). The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge. Journal of the Learning Sciences, 9, 149-199.
45. Jacobson, M., & Kozma, R. B. (2000). Innovations in science and mathematics education: Advanced designs for technologies of learning. Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
46. Jonassen, D. H., & Land, S. M. (Eds.). (2000). Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
47. 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.
48. Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163-182.
49. Kozma, R., Chin, E., Russell, J., & Marx, N. (2000). The roles of representations and tools in the chemistry laboratory and their implications for chemistry learning. Journal of the Learning Sciences, 9, 105-144.
50. Lajoie, S. P. (Ed.). (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..
51. Lajoie, S. P., & Azevedo, R. (in press). Teaching and learning in technology-rich environments. In P. Alexander, P. Winne, & G. Phye (Eds.), Handbook of educational psychology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Inc..
52. Land. S., & Hannafin, M. (2000). Student-centered learning environments. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (pp. 1-23). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
53. Liu, M. (2004). Examining the performance and attitudes of sixth graders during their use of a problem-based hypermedia learning environment. Computers in Human Behavior, 20, 357-379.
54. Mandinach, E., & Cline, A. (2000). It won't happen soon: Practical, curricular, and methodological problems in implementing technology based constructivist approaches in classrooms. In S. P. Lajoie (Ed.), Computers as cognitive tools II: No more walls (pp. 377-395). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
55. Mathan. S., & Koedinger, K. R. (2005). Benefits of tutoring error detection and self-correction skills. Educational Psychologist, 40, 257-265.
56. Mayer, R. (2003). Learning environments: The case for evidence-based practice and issue-driven research. Educational Psychology Review, 15, 359-373.
57. McCaslin, M., & Hickey, D. T. (2001). Self-regulated learning and academic achievement: A Vygotskyan View. In B. Zimmerman, & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 227-252). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
58. Moos, D. C. (2004). The role of goal structure in undergraduates' use of self-regulatory variables in two hypermedia learning tasks. Unpublished master's thesis, University of Maryland, College Park, Maryland.
59. Narayanan, N. H., & Hegarty, M. (1998). On designing comprehensible interactive hypermedia manuals. International Journal of Human-Computer Studies, 48, 267-301.
60. National Research Council. (2005). How students learn: Science in the classroom. Washington, DC: National Academies Press.
61. Newman, R. (2002). What do I need to do to succeed... When I don't understand what I'm doing!?: Developmental influences on students' adaptive help seeking. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 285-306). San Diego, CA: Academic.
62. Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89-101.
63. Pea, R. D. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist, 20, 167-182.
64. Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13, 423-451.
65. Pedersen, S., & Liu, M. (2002). The effects of modeling expert cognitive strategies during problem-based learning. Journal of Educational Computing Research, 26, 353-380.
66. Perry, N. (2002). Introduction: Using qualitative methods to enrich understandings of self-regulated learning. Educational Psychologist, 37, 1-3.
67. 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. 451-502). San Diego, CA: Academic.
68. Pintrich, P., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 249-284). San Diego, CA: Academic.
69. Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40, 1-12.
70. Quintana, C., Reiser, B., Davis, E., Krajcik, J., Fretz, E., Dunca, R., et al. (2004). A scaffolding design framework for support to support science inquiry. Journal of the Learning Sciences, 13, 337-386.
71. Quintana, C., Zhang, M., & Krajcik, J. (2005). Scaffolded software environments for supporting metacognitive aspects of online inquiry. Educational Psychologist, 40, 235-244.
72. 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..
73. Schwartz, N., Andersen, C., Hong, N., Howard, B., & McGee, S. (2004). The influence of metacognitive skills on learners' memory of information in a hypermedia environment. Journal of Educational Computing Research, 31, 77-93.
74. Shapiro, A. (1999). The relationship between prior knowledge and interactive overviews during hypermedia-aided learning. Journal of Educational Computing Research, 20, 143-167.
75. Shapiro, A. (2000). The effect of interactive overviews on the development of conceptual structure in novices learning from hypermedia. Journal of Educational Multimedia & Hypermedia, 9, 57-78.
76. 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.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
77. Shin, N., Jonassen, D., & McGee, S. (2003). Predictors of well-Structured and ill-structured problem solving in an astronomy simulation. Journal of Research in Science Teaching, 40, 6-33.
78. 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.
79. Simons, K., Klein, J., & Brush, T. (2004). Instructional strategies utilized during implementation of a hypermedia, problem-based learning environment: A case study. Journal of Interactive Learning Research, 15, 213-233.
80. Spiro, R., Collins, B., & Thota, J. (2003). Cognitive Flexibility Theory: Hypermedia for complex learning, adaptive knowledge application, and experience acceleration. Educational Technology, 43, 5-10.
81. Tergan, S. (1997a). Conceptual and methodological shortcomings in hypertext/hypermedia design and research. Journal of Educational Computing Research, 16, 209-235.
82. Tergan, S. (1997b). Misleading theoretical assumptions in hypertext/hypermedia research. Journal of Educational Multimedia and Hypermedia, 6, 257-283.
83. van den Boom, G., Paas, F., van Merrienboer, J., & van Gog, Y. (2004). Reflection prompts and tutor feedback in a web-based learning environment: Effects on students' self-regulated learning competence. Computers in Human Behavior, 20, 551-567.
84. Vick, J. E., Azevedo, R., & Hofman, N. S. (April, 2005). Expert-novice differences in the understanding and detection of self-regulated learning with hypermedia. Paper presented at the annual meeting of the American Educational Research Association, Montréal, Canada.
85. White, B., & Frederiksen, J. (2005). Cognitive models and instructional environments that foster young learners' metacognitive development. Educational Psychologist, 40, 211-223.
86. Winn, W. (2003). Research methods and types of evidence for research in educational technology. Educational Psychology Review, 15, 367-373.
87. Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 153-189). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
88. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc..
89. Winne, P. H., Jamieson-Noel, D., & Muis, K. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learn ing. In P. Pintrich & M. Maehr (Eds.), New directions in measures and methods (pp. 121-156). Amsterdam, The Netherlands: JAI.
90. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). San Diego, CA: Academic.
91. Winters, F. I., & Azevedo, R. (in press). How do high-school students regulate their learning when using a computer-based environment to collaboratively engage on inquiry? Journal of Educational Computing Research
92. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry & Allied Disciplines, 17, 89-102.
93. Zimmerman, B. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16, 307-313.
94. Zimmerman, B. (1989). Models of self-regulated learning and academic achievement. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 1-25). New York: Springer-Verlag.
95. Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic.
96. Zimmerman, B. (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. 1-37). Mahwah, NJ: LawrenceErlbaum Associates, Inc..
97. Zimmerman, B., & Schunk, D. (2001). Self-regulated learning and academic achievement (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc..