Daniel C. Moos

发表

The Dynamic Nature of Self-Regulatory Behavior in Self-Regulated Learning and Externally-Regulated Learning Episodes

Roger Azevedo, Amy M. Witherspoon, Jeffrey Alan Greene, 2007, AIED.

Is Externally-regulated Learning by a Human Tutor Effective in Facilitating Learning with Hypermedia?

Roger Azevedo, Jennifer Grace Cromley, Daniel C. Moos, 2006, ICLS.

Note-taking while learning hypermedia: Cognitive and motivational considerations

Daniel C. Moos, 2009, Comput. Hum. Behav..

Setting the stage for the metacognition during hypermedia learning: What motivation constructs matter?

Daniel C. Moos, 2014, Comput. Educ..

Nonlinear technology: Changing the conception of extrinsic motivation?

Daniel C. Moos, 2010, Comput. Educ..

Self-Regulated Learning with Hypermedia: Bringing Motivation into the Conversation

Daniel C. Moos, Christopher A. Stewart, Christopher Stewart, 2013 .

Adaptive scaffolding and self-regulated learning from hypermedia: A developmental study

Roger Azevedo, Daniel B. Fried, Jennifer Grace Cromley, 2004 .

Issues in the Measurement of Cognitive and Metacognitive Regulatory Processes Used During Hypermedia Learning

Roger Azevedo, Amy M. Witherspoon, Daniel C. Moos, 2009, AAAI Fall Symposium: Cognitive and Metacognitive Educational Systems.

Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds

Roger Azevedo, Daniel C. Moos, R. Azevedo, 2008, Comput. Hum. Behav..

Using Computers as MetaCognitive Tools to Foster Students' Self-Regulated Learning

Roger Azevedo, Jennifer Grace Cromley, Daniel C. Moos, 2006 .

Adaptive Content and Process Scaffolding: A key to facilitating students' self-regulated learning with hypermedia

Roger Azevedo, Jennifer Grace Cromley, Daniel C. Moos, 2011 .

Self-Regulated Learning and Externally Generated Feedback with Hypermedia

Daniel C. Moos, 2011 .

LA MISURAZIONE DEI PROCESSI DI REGOLAZIONE COGNITIVA E METACOGNITIVA DURANTE LO STUDIO CON GLI IPERMEDIA THE MEASUREMENT OF COGNITIVE AND METACOGNITIVE REGULATORY PROCESSES USED DURING HYPERMEDIA LEARNING

Roger Azevedo, Daniel C. Moos, Amy M. Johnson, 2010 .

Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia?

Roger Azevedo, Jennifer Cromley, Jeffrey Alan Greene, 2005, AIED.

Flipping the Classroom: Embedding Self-Regulated Learning Prompts in Videos

Daniel C. Moos, Caitlin Bonde, Caitlin Bonde, 2015, Technology, Knowledge and Learning.

External Regulating Agents' Adaptive Content and Process Scaffolding: The Key to Fostering Mental Model Development during Hypermedia Learning

Roger Azevedo, Daniel C. Moos, Jeffrey A. Greene, 2007 .

Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia

Roger Azevedo, Daniel C. Moos, R. Azevedo, 2008 .

Emerging Classroom Technology

Daniel C. Moos, 2017 .

Exploring differences between gifted and grade-level students' use of self-regulatory learning processes with hypermedia

Roger Azevedo, Jeffrey Alan Greene, Daniel C. Moos, 2006, Comput. Educ..

Examining hypermedia learning: The role of cognitive load and self-regulated learning

Daniel C. Moos, 2013 .

Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered

Daniel C. Moos, Elizabeth Marroquin, Elizabeth Marroquin, 2010, Comput. Hum. Behav..

Self-Regulated Learning with Hypermedia: Too Much of a Good Thing?.

Daniel C. Moos, 2010 .

Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia

Roger Azevedo, Jennifer Grace Cromley, Daniel C. Moos, 2005 .

Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes?

Roger Azevedo, Amy M. Witherspoon, Jeffrey Alan Greene, 2007, AIED.

Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges

Daniel C. Moos, R. Azevedo, A. Johnson, 2010 .

Self-regulated learning with hypermedia : The role of prior domain knowledge

Daniel C. Moos, R. Azevedo, 2008 .

Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy

Roger Azevedo, Daniel C. Moos, R. Azevedo, 2009 .

Can Students Collaboratively Use Hypermedia to Learn about Science? The Dynamics of Self-and Other-regulatory Processes in the Classroom

Daniel C. Moos, Fielding I. Winters, R. Azevedo, 2004, ICLS.

Can Students Collaboratively Use Hypermedia to Learn Science? The Dynamics of Self-and other-Regulatory Processes in an Ecology Classroom

Daniel C. Moos, Fielding I. Winters, R. Azevedo, 2004 .

Adventure Learning

Daniel C. Moos, B. Honkomp, 2011 .

Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?

Daniel C. Moos, Fielding I. Winters, R. Azevedo, 2008 .

Self-Regulation of Learning with Computer-Based Learning Environments

Daniel C. Moos, R. Azevedo, J. Greene, 2011 .

Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role

Daniel C. Moos, Alyssa Ringdal, Alyssa Ringdal, 2012 .

The Cyclical Nature of Self-Regulated Learning Phases: Stable Between Learning Tasks?

Daniel C. Moos, Amanda Miller, 2015, Journal of Cognitive Education and Psychology.

The Role ofPersonalBeliefs in theEvaluation ofPre-serviceTeachersLesson Plans A SingleCase Study

Daniel C. Moos, Amanda Miller, 2014 .

The Role of Goal Structure in Undergraduates’ Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks

Roger Azevedo, Daniel C. Moos, R. Azevedo, 2006 .

The effect of a human agent’s external regulation upon college students’ hypermedia learning

Roger Azevedo, Daniel C. Moos, Jeffrey A. Greene, 2007 .

The Role of Personal Beliefs in the Evaluation of Pre-service Teachers’ Lesson Plans – A Single Case Study

Daniel C. Moos, 2014 .

Self-regulated learning with hypermedia : The role of prior domain knowledge q

Roger Azevedo, Daniel C. Moos, R. Azevedo, 2008 .

Roger Azevedo Daniel C. Moos Jeffrey A. Greene Fielding I. Winters Jennifer G. Cromley

Daniel C. Moos, R. Azevedo, J. Cromley, 2008 .

The measurement of cognitive and metacognitive control processes during the study with the hypermedia

Roger Azevedo, Amy M. Johnson, Daniel C. Moos, 2010 .

Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning?

Roger Azevedo, Daniel C. Moos, R. Azevedo, 2009 .

Technology Uses in Instruction

Daniel C. Moos, Christopher Stewart, 2018 .

Portfolio and Consumption Decisions under Mean-Reverting Returns and Mean-Reverting Labor Income Growth

Daniel C. Moos, 2011 .

Life-Cycle Models with Stock and Labor Market Cointegration: Insights from Analytical Solutions

Daniel C. Moos, 2011 .

Learning with hypermedia: Examining cognitive, motivational, and contextual factors

Daniel C. Moos, 2007 .

Student teacher challenges: using the cognitive load theory as an explanatory lens

Daniel C. Moos, D. Pitton, 2014 .

Outside America: Race, Ethnicity, and the Role of the American West in National Belonging

Daniel C. Moos, Louis S. Warren, 2005 .

A Life Cycle Model with Pension Benefits and Taxes

Daniel C. Moos, H. Müller, 2010 .

Examining the Fluctuation of Strategy Use during Learning with Hypermedia

Roger Azevedo, Daniel C. Moos, Dan Moos, 2006, ICLS.

Issues in the Measurement of Cognitive and Metacognitive Regulatory Processes Used During Hypermedia Learning

Amy M. Witherspoon, Daniel C. Moos, Amber Chauncey Strain, 2009, AAAI Fall Symposium: Cognitive and Metacognitive Educational Systems.