-
1
-
-
33144490089
-
Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning
-
Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40, 199-209.
-
(2005)
Educational Psychologist
, vol.40
, pp. 199-209
-
-
Azevedo, R.1
-
2
-
-
36849005406
-
Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: an introduction
-
Azevedo, R. (2007). Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: an introduction. Metacognition and Learning, 2, 57-65.
-
(2007)
Metacognition and Learning
, vol.2
, pp. 57-65
-
-
Azevedo, R.1
-
3
-
-
4544272533
-
Does training on self-regulated learning facilitate students' learning with hypermedia?
-
Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96, 523-535.
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 523-535
-
-
Azevedo, R.1
Cromley, J.G.2
-
4
-
-
77958133219
-
Measuring cognitive and metacognitive regulatory processes during hypermedia learning: issues and challenges
-
Azevedo, R., Moos, D. C., Johnson, A. M., & Chauncey, A. D. (2010). Measuring cognitive and metacognitive regulatory processes during hypermedia learning: issues and challenges. Educational Pychologist, 45, 210-223.
-
(2010)
Educational Pychologist
, vol.45
, pp. 210-223
-
-
Azevedo, R.1
Moos, D.C.2
Johnson, A.M.3
Chauncey, A.D.4
-
7
-
-
84965520752
-
Situated cognition and the culture of learning
-
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
-
(1989)
Educational Researcher
, vol.18
, Issue.1
, pp. 32-42
-
-
Brown, J.S.1
Collins, A.2
Duguid, P.3
-
8
-
-
0035634755
-
Peer collaboration and discourse patterns in learning from incompatible information
-
Chan, C. K. K. (2001). Peer collaboration and discourse patterns in learning from incompatible information. Instructional Science, 29, 443-479.
-
(2001)
Instructional Science
, vol.29
, pp. 443-479
-
-
Chan, C.K.K.1
-
9
-
-
84895163043
-
Collaborative knowledge building: Towards a knowledge-creation perspective
-
In C. Hmelo-Silver, C. Chinn, C. K. K. Chan, & A. Donnell (Eds.) Taylor & Francis/Routledge
-
Chan, C. K. K. (2012). Collaborative knowledge building: Towards a knowledge-creation perspective. In C. Hmelo-Silver, C. Chinn, C. K. K. Chan, & A. Donnell (Eds.), The International handbook of collaborative learning. Taylor & Francis/Routledge.
-
(2012)
The International handbook of collaborative learning
-
-
Chan, C.K.K.1
-
10
-
-
13244261008
-
Regulative processes in individual, 3D and computer-supported cooperative learning contexts
-
de Jong, F., Kollöffel, B., van der Meijden, H., Staarman, J. K., & Janssen, J. (2005). Regulative processes in individual, 3D and computer-supported cooperative learning contexts. Computers in Human Behavior, 21, 645-670.
-
(2006)
Computers in Human Behavior
, vol.21
, pp. 645-670
-
-
de Jong, F.1
Kollöffel, B.2
van der Meijden, H.3
Staarman, J.K.4
Janssen, J.5
-
11
-
-
34249781970
-
Applying multilevel modelling to content analysis data: methodological issues in the study of role assignment in asychronous discussion groups
-
de Wever, B., van Keer, H., Schellens, T., & Valcke, M. (2007). Applying multilevel modelling to content analysis data: methodological issues in the study of role assignment in asychronous discussion groups. Learning and Instruction, 17, 436-447.
-
(2007)
Learning and Instruction
, vol.17
, pp. 436-447
-
-
de Wever, B.1
van Keer, H.2
Schellens, T.3
Valcke, M.4
-
12
-
-
36849000756
-
Examining trace data to explore self-regulated learning
-
Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Code, J., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning. Metacognition and Learning, 2, 107-124.
-
(2007)
Metacognition and Learning
, vol.2
, pp. 107-124
-
-
Hadwin, A.F.1
Nesbit, J.C.2
Jamieson-Noel, D.3
Code, J.4
Winne, P.H.5
-
13
-
-
33749441302
-
Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics
-
Hurme, T. R., Palonen, T., & Jarvelä, S. (2006). Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics. Metacognition and Learning, 1, 181-200.
-
(2006)
Metacognition and Learning
, vol.1
, pp. 181-200
-
-
Hurme, T.-R.1
Palonen, T.2
Jarvelä, S.3
-
14
-
-
55649122075
-
Clarifying metacognition, self-regulation, and self-regulated learning: what's the purpose?
-
Kaplan, A. (2008). Clarifying metacognition, self-regulation, and self-regulated learning: what's the purpose? Educational Psychology Review, 20, 477-484.
-
(2008)
Educational Psychology Review
, vol.20
, pp. 477-484
-
-
Kaplan, A.1
-
16
-
-
33645112145
-
How can self-regulated learning be supported in mathematics e-learning environments?
-
Kramarski, B., & Gutman, M. (2005). How can self-regulated learning be supported in mathematics e-learning environments? Journal of Computer-Supported Assisted Learning, 22(1), 24-33.
-
(2005)
Journal of Computer-Supported Assisted Learning
, vol.22
, Issue.1
, pp. 24-33
-
-
Kramarski, B.1
Gutman, M.2
-
17
-
-
0037407836
-
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research
-
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19, 335-353.
-
(2003)
Computers in Human Behavior
, vol.19
, pp. 335-353
-
-
Kreijns, K.1
Kirschner, P.A.2
Jochems, W.3
-
18
-
-
55649112870
-
Metacognition, self regulation, and self-regulated learning: a rose by any other name?
-
Lajoie, S. P. (2008). Metacognition, self regulation, and self-regulated learning: a rose by any other name? Educational Psychology Review, 20, 469-475.
-
(2008)
Educational Psychology Review
, vol.20
, pp. 469-475
-
-
Lajoie, S.P.1
-
19
-
-
33646267816
-
Regulative support for collaborative scientific inquiry
-
Manlove, S., Lazonder, A. W., & de Jong, T. (2006). Regulative support for collaborative scientific inquiry. Journal of Computer Assisted Learning, 22(1), 87-98.
-
(2006)
Journal of Computer Assisted Learning
, vol.22
, Issue.1
, pp. 87-98
-
-
Manlove, S.1
Lazonder, A.W.2
de Jong, T.3
-
20
-
-
36849040991
-
Software scaffolds to promote regulation during scientific inquiry learning
-
Manlove, S., Lazonder, A. W., & de Jong, T. (2007). Software scaffolds to promote regulation during scientific inquiry learning. Metacognition and Learning, 2, 141-155.
-
(2007)
Metacognition and Learning
, vol.2
, pp. 141-155
-
-
Manlove, S.1
Lazonder, A.W.2
de Jong, T.3
-
21
-
-
0000931132
-
The role of goal orientation in self-regulated learning
-
M. Boekaerts, P. R. Pintrich, and M. Zeidner (Eds.), San Diego: Academic
-
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego: Academic Press.
-
(2000)
Handbook of Self-Regulation
, pp. 451-502
-
-
Pintrich, P.R.1
-
22
-
-
84858005178
-
-
Dordrecht: Springer
-
Puntambekar, S., Erken, G., & Hmelo-Silver, S. (Eds.). (2011). Analyzing interaction sin CSCL: Methods, approaches and issues. Dordrecht: Springer.
-
(2011)
Analyzing Interaction Sin CSCL: Methods, Approaches and Issues
-
-
Puntambekar, S.1
Erken, G.2
Hmelo-Silver, S.3
-
23
-
-
0000674511
-
Learning by collaborating: convergent conceptual change
-
Roschelle, J. (1992). Learning by collaborating: convergent conceptual change. Journal of the Learning Sciences, 2, 235-276.
-
(1992)
Journal of the Learning Sciences
, vol.2
, pp. 235-276
-
-
Roschelle, J.1
-
24
-
-
34250026318
-
Knowledge building: Theory, pedagogy, and technology
-
R. K. Sawyer (Ed.), New York: Cambridge University Press
-
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97-115). New York: Cambridge University Press.
-
(2006)
The Cambridge Handbook of the Learning Sciences
, pp. 97-115
-
-
Scardamalia, M.1
Bereiter, C.2
-
25
-
-
36849060516
-
The use of computer-based environments for understanding and improving self-regulation
-
Schraw, G. (2007). The use of computer-based environments for understanding and improving self-regulation. Metacognition and Learning, 2, 169-176.
-
(2007)
Metacognition and Learning
, vol.2
, pp. 169-176
-
-
Schraw, G.1
-
27
-
-
84955681189
-
Assessment in collaborative learning
-
In C. Hmelo-Silver, C. Chinn, C. K. K. Chan, & A. O'Donnell (Eds.) Taylor & Francis/Routledge
-
van Aalst, J. (2012). Assessment in collaborative learning. In C. Hmelo-Silver, C. Chinn, C. K. K. Chan, & A. O'Donnell (Eds.), The International handbook of collaborative learning. Taylor & Francis/Routledge.
-
(2012)
The International handbook of collaborative learning
-
-
van Aalst, J.1
-
28
-
-
36849070298
-
The assessment and instruction of self-regulation in computer-based environments: A discussion
-
Veenman. (2007). The assessment and instruction of self-regulation in computer-based environments: a discussion. Metacognition and Learning, 2, 177-183.
-
(2007)
Metacognition and Learning
, vol.2
, pp. 177-183
-
-
Veenman, C.1
-
29
-
-
58949098783
-
High-level co-regulation in collaborative learning: how does it emerge and how is it sustained?
-
Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: how does it emerge and how is it sustained? Learning and Instruction, 19, 128-143.
-
(2009)
Learning and Instruction
, vol.19
, pp. 128-143
-
-
Volet, S.1
Summers, M.2
Thurman, J.3
-
30
-
-
33144477744
-
A theoretical framework and approach for fostering metacognitive development
-
White, B., & Fredericksen, J. (2005). A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 49, 211-223.
-
(2005)
Educational Psychologist
, vol.49
, pp. 211-223
-
-
White, B.1
Fredericksen, J.2
-
31
-
-
0012867376
-
Self-regulated learning viewed from models of information processing
-
2nd edn., B. J. Zimmerman and D. H. Schunk (Eds.), Mahwah: Erlbaum
-
Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 153-189). Mahwah: Erlbaum.
-
(2001)
Self-Regulated Learning and Academic Achievement: Theoretical Perspectives
, pp. 153-189
-
-
Winne, P.H.1
-
32
-
-
84921481077
-
Metacognition in computer-supported collaborative inquiry
-
In C. Hmelo-Silver, C. Chinn, C. K. K. Chan, & A. O'Donnell (Eds.) Taylor & Francis/Routledge
-
Winne, P. H., Hadwin, A. F., & Perry, N. E. (2012). Metacognition in computer-supported collaborative inquiry. In C. Hmelo-Silver, C. Chinn, C. K. K. Chan, & A. O'Donnell (Eds.), The International handbook of collaborative learning. Taylor & Francis/Routledge.
-
(2012)
The International handbook of collaborative learning
-
-
Winne, P.H.1
Hadwin, A.F.2
Perry, N.E.3
-
33
-
-
33744973299
-
High-school students' regulation of learning during computer-based science inquiry
-
Winters, F. I., & Azevedo, R. (2005). High-school students' regulation of learning during computer-based science inquiry. Journal of Educational Computing Research, 33, 189-217.
-
(2005)
Journal of Educational Computing Research
, vol.33
, pp. 189-217
-
-
Winters, F.I.1
Azevedo, R.2
-
34
-
-
55649123000
-
Self-regulation of learning within computer-based learning environments. A critical analysis
-
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, 429-444.
-
(2008)
Educational Psychology Review
, vol.20
, pp. 429-444
-
-
Winters, F.I.1
Greene, J.A.2
Costich, C.M.3
-
35
-
-
0001929869
-
Theories of self-regulated learning and academic achievement: An overview and analysis
-
In:B. J. Zimmerman and D. H. Schunk (Eds.), Mahwah: Erlbaum
-
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1-37). Mahwah: Erlbaum.
-
(2001)
Self-Regulated Learning and Academic Achievement: Theoretical Perspectives
, pp. 1-37
-
-
Zimmerman, B.J.1
|