Editorial introduction: Analyzing (self-)monitoring in computer assisted learning

Journal of Educational Computing Research

Volumn 35, Issue 4, 2006, Pages 315-317

  Zumbach, Joerg ^a   Bannert, Maria ^b  

^a UNIVERSITY OF SALZBURG   (Austria)

^b CHEMNITZ UNIVERSITY OF TECHNOLOGY   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547432216     PISSN: 07356331     EISSN: None     Source Type: Journal    
DOI: 10.2190/Q7U8-4127-1K18-3031     Document Type: Editorial

References (7)

1. Dijkstra, S., Krammer, H. P., & van Merrienboer, J.G. (Eds.)- (1992). Instructional models in computer-based learning environments. New York: Springer.
2. Herrington, J., & Oliver, R. (1999). Using situated learning and multimedia to investigate higher-order thinking. Journal of Interactive Learning Research, 10(1), 3-24.
3. Lan, W. (1996). The effects of self-monitoring on students' course performance, use of learning strategies, attitude, self-judgement ability and knowledge representation. Journal of Experiential Education, 64, 101-115.
4. Lewalter, D. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction, 13(2), 177-189.
5. Simons, P. R., & De Jong, F. P. (1992). Self-regulation and computer-assisted instruction. Applied Psychology, 41, 333-346.
6. van den Boom., G., Paas, F., van Merrienboer, J. & van Gog, T. (2004). Reflection prompts and tutor feedback in a webbased learning environment: effects on students' self-regulated learning competence. Computers in Human Behavior, 20, 551-567.
7. Veenman, M. V. (1993). Metacognitive ability and metacognitive skill: Determinants of discovery learning in computerized learning environments. Amsterdam.: University of Amsterdam.