메뉴 건너뛰기




Volumn 56, Issue 1, 2008, Pages 93-100

Advances in scaffolding learning with hypertext and hypermedia: A summary and critical analysis

Author keywords

[No Author keywords available]

Indexed keywords


EID: 37649000942     PISSN: 10421629     EISSN: 15566501     Source Type: Journal    
DOI: 10.1007/s11423-007-9064-3     Document Type: Article
Times cited : (86)

References (37)
  • 1
    • 59849102631 scopus 로고    scopus 로고
    • The role of self-regulation in learning about science with hypermedia
    • in press D. Robinson & G. Schraw (Eds.)
    • Azevedo, R. (in press). The role of self-regulation in learning about science with hypermedia. In D. Robinson & G. Schraw (Eds.), Current perspectives on cognition, learning, and instruction.
    • Current Perspectives on Cognition, Learning, and Instruction
    • Azevedo, R.1
  • 2
    • 33144490089 scopus 로고    scopus 로고
    • Using hypermedia as a metacognitive tool for enhancing student learning? the role of self-regulated learning.
    • 4
    • Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199-209.
    • (2005) Educational Psychologist , vol.40 , pp. 199-209
    • Azevedo, R.1
  • 3
    • 26844558952 scopus 로고    scopus 로고
    • Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia.
    • 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.
    • (2005) Instructional Science , vol.33 , pp. 381-412
    • Azevedo, R.1    Cromley, J.G.2    Winters, F.I.3    Moos, D.C.4    Greene, J.A.5
  • 4
    • 26844550333 scopus 로고    scopus 로고
    • Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds.
    • 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.
    • (2005) Instructional Science , vol.33 , pp. 367-379
    • Azevedo, R.1    Hadwin, A.F.2
  • 8
    • 0032271232 scopus 로고    scopus 로고
    • The subgoal learning model: Creating better examples to improve transfer to novel problems.
    • Catrambone, R. (1998). The subgoal learning model: Creating better examples to improve transfer to novel problems. Journal of Experimental Psychology: General, 127, 355-376.
    • (1998) Journal of Experimental Psychology: General , vol.127 , pp. 355-376
    • Catrambone, R.1
  • 9
    • 0032270630 scopus 로고    scopus 로고
    • Hypermedia as educational technology: A review of the quantitative research literature on learner comprehension, control, and style.
    • 3
    • 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(3), 322-349.
    • (1998) Review of Educational Research , vol.68 , pp. 322-349
    • Dillon, A.1    Gabbard, R.2
  • 10
    • 34548582233 scopus 로고    scopus 로고
    • Multimedia learning with hypermedia
    • Cambridge University Press Cambridge, MA
    • Dillon, A., & Jobst, J. (2005). Multimedia learning with hypermedia. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 569-588). Cambridge, MA: Cambridge University Press.
    • (2005) The Cambridge Handbook of Multimedia Learning , pp. 569-588
    • Dillon, A.1    Jobst, J.2    Mayer, R.3
  • 11
    • 27144435488 scopus 로고    scopus 로고
    • When are powerful learning environments effective? the role of learning activities and of students" conceptions of educational technology.
    • Gerjets, P. H., & Hesse, F. W. (2004). When are powerful learning environments effective? The role of learning activities and of students" conceptions of educational technology. International Journal of Educational Research, 41, 445-465.
    • (2004) International Journal of Educational Research , vol.41 , pp. 445-465
    • Gerjets, P.H.1    Hesse, F.W.2
  • 13
    • 0012893556 scopus 로고    scopus 로고
    • Resource-adaptive selection of strategies in learning from worked-out examples
    • L. R. Gleitman & A. K. Joshi (Eds.) Mahwah, NJ: Erlbaum
    • Gerjets, P., Scheiter, K., & Tack, W. H. (2000). Resource-adaptive selection of strategies in learning from worked-out examples. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the 22nd annual conference from the cognitive science society (pp. 166-171). Mahwah, NJ: Erlbaum.
    • (2000) Proceedings of the 22nd Annual Conference from the Cognitive Science Society , pp. 166-171
    • Gerjets, P.1    Scheiter, K.2    Tack, W.H.3
  • 14
  • 16
    • 0347748117 scopus 로고    scopus 로고
    • The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge.
    • 2
    • 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.
    • (2000) Journal of the Learning Sciences , vol.9 , pp. 149-199
    • Jacobson, M.1    Archodidou, A.2
  • 19
    • 22044454736 scopus 로고
    • Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation.
    • 5
    • Jacobson, M. J., & Spiro, R. J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research, 12(5), 301-333.
    • (1995) Journal of Educational Computing Research , vol.12 , pp. 301-333
    • Jacobson, M.J.1    Spiro, R.J.2
  • 20
    • 33846132244 scopus 로고    scopus 로고
    • A social-cognitive framework for pedagogical agents as learning companions.
    • 6
    • Kim, Y., & Baylor, A. L. (2006). A social-cognitive framework for pedagogical agents as learning companions. Educational Technology Research & Development, 54(6), 569-590.
    • (2006) Educational Technology Research & Development , vol.54 , pp. 569-590
    • Kim, Y.1    Baylor, A.L.2
  • 21
    • 0023991239 scopus 로고
    • The role of knowledge in discourse comprehension: A construction integration model.
    • Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction integration model. Psychological Review, 95, 163-182.
    • (1988) Psychological Review , vol.95 , pp. 163-182
    • Kintsch, W.1
  • 22
    • 30644463534 scopus 로고    scopus 로고
    • Cognitive theory of multimedia learning
    • Cambridge University Press NY. 2005
    • Mayer, R. (2005). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). NY: Cambridge University Press.
    • (2005) The Cambridge Handbook of Multimedia Learning , pp. 31-48
    • Mayer, R.1    Mayer, R.2
  • 23
    • 4043063651 scopus 로고    scopus 로고
    • The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity.
    • 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.
    • (2004) Journal of the Learning Sciences , vol.13 , pp. 423-451
    • Pea, R.D.1
  • 24
    • 0000931132 scopus 로고    scopus 로고
    • The role of goal orientation in self-regulated learning
    • Academic Press San Diego, CA
    • 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.
    • (2000) Handbook of Self-regulation , pp. 451-502
    • Pintrich, P.R.1    Boekaerts, M.2    Pintrich, P.3    Zeidner, M.4
  • 25
    • 15944396939 scopus 로고    scopus 로고
    • Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed?
    • 1
    • 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), 1-12.
    • (2005) Educational Psychologist , vol.40 , pp. 1-12
    • Puntambekar, S.1    Hubscher, R.2
  • 26
    • 0033244702 scopus 로고    scopus 로고
    • The relationship between prior knowledge and interactive overviews during hypermedia-aided learning.
    • 2
    • Shapiro, A. (1999). The relationship between prior knowledge and interactive overviews during hypermedia-aided learning. Journal of Educational Computing Research, 20(2), 143-167.
    • (1999) Journal of Educational Computing Research , vol.20 , pp. 143-167
    • Shapiro, A.1
  • 27
    • 0346613835 scopus 로고    scopus 로고
    • The effect of interactive overviews on the development of conceptual structure in novices learning from hypermedia.
    • 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.
    • (2000) Journal of Educational Multimedia & Hypermedia , vol.9 , pp. 57-78
    • Shapiro, A.1
  • 29
    • 37649008377 scopus 로고    scopus 로고
    • this volume Educational Technology Research & Development, doi: 10.1007/s11423-007-9063-4
    • Shapiro, A. (this volume). Hypermedia design as learner scaffolding. Educational Technology Research & Development, doi: 10.1007/s11423-007-9063- 4.
    • Hypermedia Design As Learner Scaffolding
    • Shapiro, A.1
  • 31
    • 85067032313 scopus 로고
    • Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains
    • Lawrence Erlbaum Associates Hillsdale, NJ
    • Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 57-75). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1992) Constructivism and the Technology of Instruction: A Conversation , pp. 57-75
    • Spiro, R.J.1    Feltovich, P.J.2    Jacobson, M.J.3    Coulson, R.L.4    Duffy, T.M.5    Jonassen, D.H.6
  • 32
    • 85065116939 scopus 로고
    • Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter
    • Lawrence Erlbaum Associates Hillsdale, NJ
    • Spiro, R. J., & Jehng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia (pp. 163-205). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1990) Cognition, Education, and Multimedia , pp. 163-205
    • Spiro, R.J.1    Jehng, J.C.2    Nix, D.3    Spiro, R.4
  • 33
    • 0031283792 scopus 로고    scopus 로고
    • Conceptual and methodological shortcomings in hypertext/hypermedia design and research.
    • 3
    • Tergan, S. (1997a). Conceptual and methodological shortcomings in hypertext/hypermedia design and research. Journal of Educational Computing Research, 16(3), 209-235.
    • (1997) Journal of Educational Computing Research , vol.16 , pp. 209-235
    • Tergan, S.1
  • 34
    • 0009034712 scopus 로고    scopus 로고
    • Misleading theoretical assumptions in hypertext/hypermedia research.
    • 3-4
    • Tergan, S. (1997b). Misleading theoretical assumptions in hypertext/hypermedia research. Journal of Educational Multimedia and Hypermedia, 6(3-4), 257-283.
    • (1997) Journal of Educational Multimedia and Hypermedia , vol.6 , pp. 257-283
    • Tergan, S.1
  • 35
    • 0003126834 scopus 로고
    • Problem solving and cognitive skill acquisition
    • MIT Press Cambridge, MA
    • VanLehn, K. (1989). Problem solving and cognitive skill acquisition. In M. I. Posner (Ed.), Foundations of cognitive science (pp. 527-579). Cambridge, MA: MIT Press.
    • (1989) Foundations of Cognitive Science , pp. 527-579
    • Vanlehn, K.1    Posner, M.I.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.