Adolescents' use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia

Journal of Educational Computing Research

Volumn 36, Issue 2, 2007, Pages 125-148

  Greene, Jeffrey Alan ^a   Azevedo, Roger ^b  

^a UNIVERSITY OF MARYLAND   (United States)

^b UNIVERSITY OF MEMPHIS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547451292     PISSN: 07356331     EISSN: None     Source Type: Journal    
DOI: 10.2190/G7M1-2734-3JRR-8033     Document Type: Article

References (49)

1. Azevedo, R. (2002). Beyond intelligent tutoring systems: Computers as MetaCognitive tools to enhance learning? Instructional Science, 30(1), 31-45.
2. Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40, 193-197.
3. Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535.
4. 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.
5. Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science, 33, 381-412.
6. 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.
7. Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition: Implications for the design, of computer-based scaffolds. Instructional Science, 33, 367-379.
8. Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. W., & Cromley, J. G. (in press). Wht is externally-regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development.
9. 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.
10. Brusilovsky, P. (2001). Adaptive hypermedia. User Modeling and User-Adapted Interaction, 11, 87-110.
11. 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(4), 487-497.
12. Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161-199.
13. Chi, M. T. H., de Leeuw, N., Chiu, M.-.H., & LaVancher, C. (1.994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
14. Chi, M. T. H., Siler, S., & Jeong, H. (2004). Can tutors monitor students' understanding accurately? Cognition and Instruction, 22, 363-387.
15. Chi, M. T. H., Siler, S., Jeong, H., Yamauchi, T., & Hausmann, R. (2001). Learning from human tutoring. Cognitive Science, 25, 471-534.
16. Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88-109.
17. Eom, W., & Reiser, R. (2000). The effects of self-regulation and instructional control, on performance and motivation in computer-based instruction. International Journal of Instructional Media, 27, 247-260.
18. Goldman, S. (2003). Learning in complex domains: When and why do multiple representations help? Commentary. Learning and Instruction, 13, 239-244.
19. Graesser, A. C., McNamara, D., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query, AutoTutor and. iSTART. Educational Psychologist, 40, 225-234.
20. Hill, J., & Hannafin, M. (1997). Cognitive strategies and learning from the World Wide Web. Educational Technology Research and Development, 45, 37-64.
21. Hmelo-Silver, C., & Azevedo, R. (2006). Understanding complex systems: Some core challenges. Journal of the Learning Sciences, 15, 53-61.
22. Jacobson, M. J. (2005). From non-adaptive to adaptive educational hypermedia: Theory, research, and design issues. In S. Chen & G. Magalas (Eds.), Advances in Web-based education: Personalized learning environments (pp. 302-330). Hershey, PA: Idea Group.
23. 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(2), 149-199.
24. Jacobson, M., & Kozma, R. (2000). Innovations in science and mathematics education: Advanced designs for technologies of learning. Mahwah, NJ: Erlbaum.
25. Jacobson, M., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and research challenges for the learning sciences. Journal of the Learning Sciences, 15, 11-34.
26. Johnson, C. E., Wood, R., & Blinkhorn, S. F. (1988) Spuriouser and spuriouser: The use of ipsative personality tests. Journal of Occupational Psychology, 61, 153-162.
27. 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(2), 105-144.
28. Lajoie, S. P., & Azevedo, R. (2006). Teaching and learning in technology-rich environments. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 803-821). Mahwah, NJ: Erlbaum.
29. Lajoie, S. P., & Nakamura, C. (2005). Multimedia learning of cognitive skills. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 489-506). Cambridge, MA: Cambridge University Press.
30. Land, S., & Greene, B. (2000). Project-based learning with the World Wide Web: A qualitative study of resource integration. Educational Technology Research & Development, 48(3), 61-78.
31. Markman, A., & Gentner, D. (2001). Thinking. Annual Review of Psychology, 52, 223-248.
32. McManus, T. (2000). Individualizing instruction in a Web-based hypermedia learning environment: Nonlinearity, advance organizers, and self-regulated learners. Journal of Interactive Learning Research, 11, 219-251.
33. Microsoft Corporation. (2003). Encarta Reference Library. [Computer Software]. Redmond, WA: Microsoft Corporation.
34. 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 Press.
35. Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist, 40, 235-244.
36. Rouet, J.-F. (2000). Guest editorial: Hypermedia and learning - Cognitive perspectives. Journal of Computer Assisted Learning, 16, 97-101.
37. Rouet, J.-F., & Passerault, J.-M. (1999). Analyzing learner-hypermedia interaction: An overview of online method. Instructional Science, 27, 201-219.
38. Schunk, D. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85-94.
39. Shapiro, A. (2000). The effect of interactive overviews on the development of conceptual structure in novices learning from hypermedia. Journal of Interactive Multimedia and Hypermedia, 9(1), 57-78.
40. Shapiro, A. (2005). The site map principle in multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 313-324). Cambridge, MA: Cambridge University Press.
41. 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.
42. Vosniadou, S., & Brewer, W. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
43. White, R., & Frederiksen, J. (2005). A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 40, 211-223.
44. Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-188.
45. 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: Erlbaum.
46. Winne, P. H., & Hadwin, A. F. (1.998). 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: Erlbaum.
47. 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 Press.
48. Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M1 Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
49. 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 (2nd ed., pp. 1-37). Mahwah, NJ: Erlbaum.