Peer collaboration: The relation of regulatory behaviors to learning with hypermedia

Instructional Science

Volumn 39, Issue 4, 2011, Pages 407-427

  Winters, Fielding I ^a   Alexander, Patricia A ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

Hypermedia; Peer collaboration; Science education; Self regulated learning

Indexed keywords

EID: 79958285708     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11251-010-9134-5     Document Type: Article

References (58)

1. Alexander, P. A. (1995). Superimposing a situation-specific and domain-specific perspective on an account of self-regulated learning [special issue]. Educational Psychologist, 30, 189-193.
2. Alexander, P. A. (2005). The path to competence: A lifespan developmental perspective on reading. Journal of Literacy Research, 37(4), 413-436.
3. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
4. American Association for the Advancement of Science. (1997). Blueprints: Project 2061. Washington, DC: AAAS.
5. Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344-370.
6. 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.
7. 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(3), 215-245.
8. Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
9. Bianchini, J. A. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 34(10), 1039-1065.
10. Carter, G., & Jones, M. G. (1994). Relationship between ability-paired interactions and the development of fifth graders' concepts of balance. Journal of Research in Science Teaching, 13(8), 847-856.
11. Chan, C. K. K. (2001). Peer collaboration and discourse patterns in learning from incompatible information. Instructional Science, 29, 443-479.
12. Chi, M. T. H., de Leeuw, N., Chui, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
13. Chinn, C. A., O'Donnell, A. M., & Jinks, T. S. (2000). The structure of discourse in collaborative learning. Journal of Experimental Education, 69, 77-97.
14. Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35.
15. Faulkner, D., Joiner, R., Littleton, K., Miell, D., & Thompson, L. (2000). The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning. European Journal of Psychology of Education, 15(4), 417-430.
16. Forman, E. A., & Cazden, C. B. (1994). Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 155-178). Newark, DE: International Reading Association.
17. Frederiksen, N. (1984). Implication of cognitive theory for instruction in problem solving. Review of Educational Research, 54, 363-407.
18. Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of "seductive details" on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6(1), 41-57.
19. Grossen, M. (1994). Theoretical and methodological consequences of a change in the unit of analysis for the study of peer interactions in a problem solving situation. European Journal of Psychology of Education, 9(1), 159-173.
20. Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434.
21. Hmelo, C., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9(3), 247-298.
22. Hmelo-Silver, C., & Pfeffer, M. G. (2004). Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors and functions. Cognitive Science, 28(1), 127-138.
23. Hogan, K. (1999). Thinking aloud together: A test of an intervention to foster students' collaborative scientific reasoning. Journal of Research in Science Teaching, 36(10), 1085-1109.
24. Jeong, H., & Chi, M. T. H. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35, 287-315.
25. Johnson, D. W., & Johnson, R. T. (1991). Learning together and alone: Cooperative, competitive, and individualistic learning. Englewood Cliffs, NJ: Prentice Hall.
26. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
27. Kneser, C., & Ploetzner, R. (2001). Collaboration on the basis of complementary domain knowledge: Observed dialogue structures and their relation to learning success. Learning and Instruction, 11, 53-83.
28. Kumpulainen, K., Salovaara, H., & Mutanen, M. (2001). The nature of students' sociocognitive activity in handling and processing multimedia-based science material in a small group learning task. Instructional Science, 29, 481-515.
29. Lou, Y., Abrami, P. C., & Spence, J. C. (2000). Effects of within-class grouping on Student achievement: An exploratory model. Journal of Educational Research, 94(2), 101-112.
30. Lumpe, A. T., & Staver, J. R. (1995). Peer collaboration and concept development: Learning about photosynthesis. Journal of Research in Science Teaching, 32(1), 71-98.
31. Marton, F., & Säljö, R. (1976). On qualitative differences in learning: Outcome and process. British Journal of Educational Psychology, 46, 4-11.
32. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
33. Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
34. Moos, D. C., & Azevedo, R. (2006). The role of goal structure in undergraduates' use of self-regulatory processes in two hypermedia learning tasks. Journal of Educational Multimedia and Hypermedia, 15(1), 49-86.
35. National Research Council. (1996). Science education standards. Washington, DC: National Academy Press.
36. O'Donnell, A. M. (2006). The role of peers and group learning. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 781-802). Mahwah, NJ: Lawrence Erlbaum Associates.
37. O'Donnell, A. M., & Dansereau, D. F. (1992). Scripted cooperation in dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120-141). Cambridge: Cambridge University Press.
38. Okada, T., & Simon, H. A. (1997). Collaborative discovery in a scientific domain. Cognitive Science, 21(2), 109-146.
39. 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: Academic Press.
40. Roschelle, J., & Teasley, S. D. (1995). Construction of shared knowledge in collaborative problem solving. In C. O'Malley (Ed.), Computer-supported collaborative learning. New York: Springer.
41. Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530.
42. Ryle, G. (1949). The concept of mind. Chicago: The University of Chicago Press.
43. Saleh, M., Lazonder, A. W., & De Jong, T. (2005). Effects of within-class ability grouping on social interaction, achievement, and motivation. Instructional Science, 33, 105-119.
44. 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). Mawah, NJ: Lawrence Erlbaum Associates.
45. Slavin, R. J. (1986). Using student team learning (3rd ed.). Baltimore, MD: Johns Hopkins University.
46. Suthers, D. D., & Hyndhausen, C. D. (2003). An experimental study of the effects of representational guidance on collaborative learning processes. The Journal of the Learning Sciences, 12(2), 183-218.
47. Teasley, S. D. (1995). The role of talk in children's peer collaborations. Developmental Psychology, 31(2), 207-220.
48. Towle, A. (2000). Modern biology. Austin, TX: Holt, Reinhart, & Winston.
49. Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
50. Webb, N. M. (1984). Sex differences in interaction and achievement in cooperative small groups. Journal of Educational Psychology, 76, 33-43.
51. Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal of Research in Science Teaching, 22, 366-369.
52. Webb, N. M., Nemar, K. M., Chizhik, A. W., & Sugrue, B. (1998). Equity issues in collaborative group assessment: Group composition and performance. American Educational Research Journal, 35(4), 607-651.
53. Webb, N. M., & Palinscar, A. S. (1996). Group processes in the classroom. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 841-873). New York: Macmillan.
54. Williams, R. H., & Zimmerman, D. W. (1996). Are simple gain scores obsolete? Applied Psychological Measurement, 20(1), 59-69.
55. Winters, F. I. (2008). Peer collaboration: The role of questions and regulatory processes in conceptual-knowledge learning. (Unpublished doctoral dissertation, University of Maryland, 2009). Dissertation Abstracts International, 70/06.
56. Winters, F. I., & Azevedo, R. (2005). High-school students' regulation of learning during computer-based science inquiry. Journal of Educational Computing Research, 33(2), 189-217.
57. Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-444.
58. Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-41). San Diego: Academic Press.