Promoting self-regulated learning in web-based learning environments

Computers in Human Behavior

Volumn 23, Issue 3, 2007, Pages 1126-1144

  Narciss, Susanne ^a   Proske, Antje ^a   Koerndle, Hermann ^a  

^a DRESDEN UNIVERSITY OF TECHNOLOGY   (Germany)

Author keywords

Learning strategies; Self regulated learning; Web based learning environments

Indexed keywords

COGNITIVE SYSTEMS; COMPUTER AIDED SOFTWARE ENGINEERING; DECISION SUPPORT SYSTEMS; PROJECT MANAGEMENT; WORLD WIDE WEB;

LEARNING STRATEGIES; SELF-REGULATED LEARNING; WEB-BASED LEARNING ENVIRONMENTS;

LEARNING SYSTEMS;

EID: 33846103410     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2006.10.006     Document Type: Article

References (47)

1. Aleven V., McLaren B.M., and Koedinger K.R. Toward computer-based tutoring of help-seeking skills. In: Karabenick S.A. (Ed). Help seeking in academic setting: Goals, groups, and contexts (2006), Lawrence Erlbaum Associates, Mahwah, NJ 259-296
2. Aleven V., Stahl E., Schworm S., Fischer F., and Wallace R. Help seeking and help design in interactive learning environments. Review of Educational Research 73 (2003) 277-320
3. Azevedo R. Beyond intelligent tutoring systems: computers as metacognitive tools to enhance learning?. Instructional Science 30 (2002) 31-45
4. Bannert M. Designing metacognitive support for hypermedia learning. In: Niegemann H.M., Leutner D., and Brünken R. (Eds). Instructional design for multimedia learning (2004), Waxmann, Münster 19-30
5. Boekaerts M. Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers and students. Learning and Instruction 7 (1997) 161-186
6. Boekaerts M. Self-regulated learning: where we are today. International Journal of Educational Research 31 (1999) 445-475
7. Chen C., and Rada R. Interacting with hypertext: a meta-analysis of experimental studies. Human-Computer Interaction 11 (1996) 125-156
8. Clarebout G., and Elen J. Tool use in computer-based learning environments: towards a research framework. Computers in Human Behavior 22 (2006) 389-411
9. Conklin J. Hypertext: an introduction and survey. IEEE Computer 20 9 (1987) 17-41
10. Dee-Lucas D. Effects of overview structure on study strategies and text representations for instructional hypertext. In: Rouet F., Levonen J.J., Dillon A., and Spiro R.J. (Eds). Hypertext & cognition (1996), Lawrence Erlbaum Associates, Mahwah, NJ 73-107
11. Dillon A., and Gabbard R. Hypermedia as an educational technology: a review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research 68 (1998) 322-349
12. Friedrich H.F., and Mandl H. Analyse und Förderung selbstgesteuerten Lernens (Analyzing and promoting self-regulated learning). In: Weinert F.E., and Mandl H. (Eds). Enzyklopädie der Psychologie: Themenbereich D Praxisgebiete. Serie 1 Pädagogische Psychologie. Band 4 Psychologie der Erwachsenenbildung (1997), Hogrefe, Göttingen 237-293
13. Gao T., and Lehman J.D. The effects of different levels of interaction on the achievement and motivational perceptions of college students in a web-based learning environment. Journal of Interactive Learning Research 14 (2003) 367-386
14. Gediga G., Hamborg K.-C., and Düntsch I. The IsoMetrics usability inventory: an operationalisation of ISO 9241-10. Behaviour and Information Technology 18 (1999) 151-164
15. Hadwin A.L., Winne P.H., and Nesbitt J.C. Roles for software technologies in advancing research and theory in educational psychology. British Journal of Educational Psychology 75 (2005) 1-24
16. Hiltz S.R. Correlates of learning in a virtual classroom. International Journal of Man-machine Studies 39 (1993) 71-98
17. Hoskins S.L., and van Hooff J.C. Motivation and ability: which students use online learning and what influence does it have on their achievement?. British Journal of Educational Technology 36 (2005) 177-192
18. Joo Y.J., Bong M., and Choi H.J. Self-efficacy for self-regulated learning, academic self-efficacy and Internet self-efficacy in web-based instruction. Educational Technology Research & Development 48 2 (2000) 5-17
19. Kester L., and Paas F. Instructional interventions to enhance collaboration in powerful learning environments. Computers in Human Behavior 21 (2005) 689-696
20. Lockhart R.S., and Craik F.I. Levels of processing: a retrospective commentary on a framework for memory research. Canadian Journal of Psychology 44 (1990) 87-112
21. Maki W.S., and Maki R.H. Multimedia comprehension skill predicts differential outcomes of web-based and lecture courses. Journal of Experimental Psychology: Applied 8 2 (2002) 85-98
22. Maki R.H., and Maki W.S. Prediction of learning and satisfaction in web-based and lecture courses. Journal of Educational Computing Research 28 (2003) 197-219
23. Mayer R.E. Multimedia learning (2001), Cambridge University Press, New York
24. Mayer R.E. The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction 13 (2003) 125-139
25. Mayer R.E., and Moreno R. Aids to computer-based multimedia learning. Learning and Instruction 12 (2002) 107-119
26. Munneke, L., Andriessen, J., Kanselaar, G., & Kirschner, P. (2006). Supporting interactive argumentation: influence of representational tools on discussing a wicked problem. Computers in Human Behavior, doi:10.1016/j.chb.2006.10.003.
27. Nadolski R.J., Kirschner P.A., and van Merriënboer J.J.G. Process support in learning tasks for acquiring complex cognitive skills in the domain of law. Learning and Instruction 16 (2006) 266-278
28. Narciss S. The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology 51 (2004) 214-228
29. Narciss S. Informatives tutorielles Feedback. Entwicklungs- und Evaluationsprinzipien auf der Basis instruktionspsychologischer Erkenntnisse (Informative tutorial feedback) (2006), Waxmann, Münster
30. Narciss S., and Huth K. How to design informative tutoring feedback for multimedia learning. In: Niegemann H.M., Leutner D., and Brünken R. (Eds). Instructional design for multimedia learning (2004), Waxmann, Münster 181-195
31. Narciss S., and Körndle H. Problems and perspectives for the development of multimedia tools for teaching and learning in the Internet. European Psychologist 3 (1998) 219-226
32. Narciss S., and Körndle H. Studierplatz 2000. Vernetzte Informationssysteme in der universitären Lehre - Einsatzmöglichkeiten, Grenzen und Perspektiven [Study 2000. Networked information systems in university instruction - potentials, limitations and prospects]. Medienpsychologie 11 (1999) 38-55
33. Narciss S., and Körndle H. Förderung des lustvollen selbstständigen Lernens mit dem Internet (Fostering self-regulated learning with the Internet). Wissenschaftliche Zeitschrift der TU Dresden 50 (2001) 74-79
34. Pintrich P.R. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 16 (2004) 385-407
35. Pressley M., Borkowsky J.G., and Schneider W. Good information processing: what it is and what education can do to promote it. International Journal of Educational Research 13 (1989) 857-867
36. Pressley M., and Ghatala E.S. Self-regulated learning: monitoring learning from text. Educational Psychologist 25 1 (1990) 19-33
37. Proske A., Körndle H., and Narciss S. The Exercise Format Editor: a multimedia tool for the design of multiple learning tasks. In: Niegemann H., Leutner D., and Brünken R. (Eds). Instructional design for multimedia learning (2004), Waxmann, Münster 149-164
38. Rouet F. Interactive test processing by inexperienced (hyper-)readers. In: Rizk A., Streitz N., and André J. (Eds). Hypertexts: Concepts, systems, and applications (1990), Cambridge University Press, Cambridge, England 250-260
39. Rouet F., and Levonen J.J. Studying and learning with hypertext: empirical studies and their implications. In: Rouet F., Levonen J.J., Dillon A., and Spiro R.J. (Eds). Hypertext and cognition (1996), Lawrence Erlbaum Associates, Mahwah, NJ 9-23
40. Salomon G., and Almog T. Educational psychology and technology: a matter of reciprocal relations. Teachers College Record 100 (1998) 222-241
41. Seufert, T., Jänen, I., & Brünken, R. (2006). The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation. Computers in Human Behavior, doi:10.1016/j.chb.2006.10.002.
42. Simons P.R.-J., and de Jong F.P. Self-regulation and computer-aided instruction. Applied Psychology: An International Review 41 (1992) 333-346
43. van Oostendorp H. Studying and annotating electronic text. In: Rouet F., Levonen J.J., Dillon A., and Spiro R.J. (Eds). Hypertext and cognition (1996), Lawrence Erlbaum Associates, Mahwah, NJ 137-147
44. Winne P.H. Self-regulated learning viewed from models of information processing. In: Zimmerman B.J., and Schunk D.H. (Eds). Self-regulated learning and academic achievement: Theoretical perspectives. 2nd ed. (2001), Lawrence Erlbaum Associates, Mahwah, NJ 153-189
45. Winne P.H., and Hadwin A. Studying as self-regulated learning. In: Hacker D.J., Dunlosky J., and Graesser A. (Eds). Metacognition in educational theory and practice (1998), Lawrence Erlbaum Associates, Hillsdale, NJ 277-304
46. Winne P.H., and Stockley D.B. Computing technologies as sites for developing self-regulated learning. In: Schunk D.H., and Zimmerman B.J. (Eds). Self-regulated learning; from teaching to self-reflective practice (1998), The Guilford Press, New York 106-136
47. Zimmerman B. Theories of self-regulated learning and academic achievement: an overview and analysis. In: Zimmerman B.J., and Schunk D.H. (Eds). Self-regulated learning and academic achievement: Theoretical perspectives. 2nd ed. (2001), Lawrence Erlbaum Associates, Mahwah, NJ 1-37