Philip H. Winne

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Self-Regulated Inquiry with Networked Resources

John C. Nesbit, Philip H. Winne, P. Winne, 2003 .

Quality Rating and Recommendation of Learning Objects

John C. Nesbit, Allyson F. Hadwin, Dianne Jamieson-Noel, 2007 .

Adaptive Learning Environments: Foundations and Frontiers

Marlene Jones, Philip H. Winne, 2012 .

Aligning automatically generated questions to instructor goals and learner behaviour

John C. Nesbit, Fred Popowich, Philip H. Winne, 2015, Proceedings of the 2015 IEEE 9th International Conference on Semantic Computing (IEEE ICSC 2015).

nStudy: A System for Researching Information Problem Solving

John C. Nesbit, Fred Popowich, Philip H. Winne, 2017, Technology, Knowledge and Learning.

A Landscape of Issues in Evaluating Adaptive Learning Systems.

Philip H. Winne, 1993 .

Tools for Learning in an Information Society

John C. Nesbit, Philip H. Winne, 2008 .

nStudy: Software for Learning Analytics about Processes for Self-Regulated Learning

John C. Nesbit, Jovita M. Vytasek, Jovita Vytasek, 2019, J. Learn. Anal..

Generating Natural Language Questions to Support Learning On-Line

John C. Nesbit, Fred Popowich, Philip H. Winne, 2013, ENLG.

The Design of Powerful Learning Environments: Ton de Jong, Jules Pieters

Patricia A. Alexander, Philip H. Winne, 2012 .

nStudy: Tracing and Supporting Self-Regulated Learning in the Internet

Allyson F. Hadwin, Philip H. Winne, A. Hadwin, 2013 .

Assessing process in CSCL: An ontological approach

Vive S. Kumar, Allyson Hadwin, Philip H. Winne, 2010, Comput. Hum. Behav..

Sequential Pattern Analysis of Learning Logs: Methodology and Applications

John C. Nesbit, Yabo Xu, Mingming Zhou, 2010 .

The Role of Feedback on Studying, Achievement and Calibration.

Dianne Jamieson-Noel, Philip H. Winne, Stephanie Tset Lee Chu, 2000 .

Cognitive productivity: Can cognitive science improve how knowledge workers' use IT to learn from source material?

Philip H. Winne, Luc Beaudoin, Geneviève Gauthier, 2015, CogSci.

Supporting Self-Regulated Learning with Cognitive Tools

John C. Nesbit, Philip H. Winne, P. Winne, 2009 .

Designing roles, scripts, and prompts to support CSCL in gStudy

Allyson F. Hadwin, Mariel Miller, Philip H. Winne, 2010, Comput. Hum. Behav..

Using Technology to Support Self-Regulation in University Writing

Vive Kumar, Tracey L. Leacock, Philip H. Winne, 2006, Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06).

State-of-the-Art Instructional Computing Systems that Afford Instruction and Bootstrap Research

Philip H. Winne, P. Winne, 1992 .

Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning

Allyson Hadwin, Philip H. Winne, Mika Oshige, 2010, Comput. Hum. Behav..

The Learning Kit Project: Advancing Research on Learning as Learners Learn in Everyday Settings

Philip H. Winne, 2006, Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06).

Using Technology to Support Self-Regulation in University Writing

Vive Kumar, Philip H. Winne, T. L. Leacock, 2006 .

Supporting Self-Regulated Learning with gStudy Software: The Learning Kit Project **

Vive Kumar, John C. Nesbit, Roger Azevedo, 2006 .

Paradigmatic Dimensions of Instrumentation and Analytic Methods in Research on Self-Regulated Learning

Philip H. Winne, P. Winne, 2019, Comput. Hum. Behav..

Learning Analytics for Self-Regulated Learning

Philip H. Winne, P. Winne, 2017 .

The learning kit project: Software tools for supporting and researching regulation of collaborative learning

Allyson Hadwin, Philip H. Winne, Carmen L. Z. Gress, 2010, Comput. Hum. Behav..

Designs for learning analytics to support information problem solving

John C. Nesbit, Jovita M. Vytasek, Jovita Vytasek, 2017 .

Enhancing Self-Regulated Learning for Information Problem Solving with Ambient Big Data Gathered by nStudy

Philip H. Winne, P. Winne, 2018, Contemporary Technologies in Education.

CoNoteS2: A Software Tool for Promoting Self-Regulation

Allyson F. Hadwin, Philip H. Winne, A. Hadwin, 2001 .

Construct and consequential validity for learning analytics based on trace data

Philip H. Winne, P. Winne, 2020, Comput. Hum. Behav..

Word Knowledge Test

Philip H. Winne, Krista R. Muis, 2015 .

The Role of Calibration Bias and Performance Feedback in Achievement Goal Regulation

Philip H. Winne, John Ranellucci, Krista R. Muis, 2016 .

Sequential Pattern Analysis of Learning Logs

John C. Nesbit, Yabo Xu, Philip H. Winne, 2010 .

Measurement and assessment in computer-supported collaborative learning

Allyson Hadwin, Philip H. Winne, Carmen L. Z. Gress, 2010, Comput. Hum. Behav..

Analytics for Student Engagement

Jovita M. Vytasek, Philip H. Winne, Alexandra Patzak, 2019, Machine Learning Paradigms.

Generating Learning Analytics to Improve Learners' Metacognitive Skills Using nStudy Trace Data and the ICAP Framework

Philip H. Winne, Zahia Marzouk, Mladen Rakovic, 2016, LAL@LAK.

Adaptive Learning Environments

Marlene Jones, Philip H. Winne, P. Winne, 1992, NATO ASI Series.

PRED: A Frame-Based Primitive Editor

Philip H. Winne, Shun-En Xie, David F. Dumaresq, 1990, Int. J. Man Mach. Stud..

Fine grained analysis of students' online discussion posts

John C. Nesbit, Philip H. Winne, Zahia Marzouk, 2020, Comput. Educ..

Assisted Ontology Instantiation: a LearningKit perspective

Vive Kumar, Liam Doherty, Philip H. Winne, 2007, Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007).

The Learning Kit Project: Advancing Research on Learning as Learners Learn in Everyday Settings

Philip H. Winne, 2006 .

Workshop on Metacognition and Self-Regulated Learning in ITSs

Cristina Conati, Vincent Aleven, Antonija Mitrovic, 2007, AIED.

Topic Development to Support Revision Feedback

Jovita M. Vytasek, Philip H. Winne, Alexandra Patzak, 2019, LAK.

Understanding, evaluating, and supporting self-regulated learning using learning analytics

Ido Roll, Philip H. Winne, I. Roll, 2015, J. Learn. Anal..

Book Review: Automating Instructional Design: Computer-Based Development and Delivery Tools

Philip H. Winne, 1995 .

What is the state of the art in self-, co- and socially shared regulation in CSCL?

Philip H. Winne, 2015, Comput. Hum. Behav..

Measuring Self-Regulated Learning

Philip H. Winne, Nancy E. Perry, P. Winne, 2000 .

Effects of self-regulated learning in programming

Vive Kumar, John C. Nesbit, Allyson Hadwin, 2005, Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05).

Open Learner Models Working in Symbiosis With Self-Regulating Learners: A Research Agenda

Philip H. Winne, P. Winne, 2020, International Journal of Artificial Intelligence in Education.

Self-regulating studying by objectives for learning: Students’ reports compared to a model

Dianne Jamieson-Noel, Philip H. Winne, P. Winne, 2003 .

The Potentials of Educational Data Mining for Researching Metacognition, Motivation and Self-Regulated Learning

Ryan S. Baker, Philip H. Winne, R. Baker, 2013, EDM 2013.

Exploring Individual Differences in Studying Strategies Using Graph Theoretic Statistics.

Philip H. Winne, P. Winne, 1994 .

The Trajectory of Scholarship about Self-Regulated Learning

Philip H. Winne, P. Winne, 2017, Teachers College Record: The Voice of Scholarship in Education.

The Cambridge Handbook of the Learning Sciences: Metacognition

Roger Azevedo, Philip H. Winne, R. Azevedo, 2014 .

Reconceptualizing research on teaching

Ronald W. Marx, Philip H. Winne, P. Winne, 1977 .

Study Strategies Have Meager Support: A Review with Recommendations for Implementation

Allyson F. Hadwin, Philip H. Winne, A. Hadwin, 1996 .

The Efficiency of Implicit Repetition and Cognitive Restructuring.

J. William Moore, J. W. Moore, Philip H. Winne, 1975 .

A Cognitive and Metacognitive Analysis of Self-Regulated Learning : Faculty of Education, Simon Fraser University, Burnaby, Canada

Philip H. Winne, 2011 .

Advancing log analysis of student interactions with cognitive tools

John C. Nesbit, Yabo Xu, Mingming Zhou, 2007 .

Minimizing the black box problem to enhance the validity of theories about instructional effects

Philip H. Winne, P. Winne, 1982 .

Statistical estimates of learners’ judgments about knowledge in calibration of achievement

Philip H. Winne, Krista R. Muis, P. Winne, 2011 .

Leveraging MSLQ Data for Predicting Students Achievement Goal Orientations

Marek Hatala, Dragan Gasevic, Philip H. Winne, 2014, J. Learn. Anal..

Experiments Relating Teachers’ Use of Higher Cognitive Questions to Student Achievement

Philip H. Winne, P. Winne, 1979 .

Key Issues in Modeling and Applying Research on Self‐Regulated Learning

Philip H. Winne, P. Winne, 2005 .

Enhancing the Quality of Learning: Promoting Learning Skills in Undergraduate Students

Allyson F. Hadwin, Philip H. Winne, 2012 .

Implications of task structure on self‐regulated learning and achievement

Dianne Jamieson-Noel, Philip H. Winne, P. Winne, 2009 .

Training students to process text with adjunct aids

Philip H. Winne, P. Winne, 1983 .

Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments

Philip H. Winne, P. Winne, 2004 .

Effects of teaching statistical laws on reasoning about everyday problems.

Philip H. Winne, P. Winne, Peter Kosonen, 1995 .

The Effects of Different Types of Organizers on Students' Learning from Text.

Philip H. Winne, P. Winne, Aldona M. Kloster, 1989 .

Learning Strategies, Study Skills, and Self-Regulated Learning in Postsecondary Education

Philip H. Winne, P. Winne, 2013 .

Issues in researching self-regulated learning as patterns of events

Philip H. Winne, P. Winne, 2014 .

Students' and Teachers' Views of Thinking Processes for Classroom Learning

Ronald W. Marx, Philip H. Winne, P. Winne, 1982, The Elementary School Journal.

Experimenting to Bootstrap Self-Regulated Learning

Philip H. Winne, P. Winne, 1997 .

Building a case for self-regulating as a socially constructed phenomenon

Allyson F. Hadwin, Philip H. Winne, 2000 .

Bootstrapping learner ’ s self-regulated learning

Philip H. Winne, P. Winne, 2010 .

Cognition and Metacognition within Self-Regulated Learning

Philip H. Winne, P. Winne, 2017 .

Self-Regulated Learning

Philip H. Winne, P. Winne, 2016 .

Matching Students' Cognitive Responses to Teaching Skills.

Ronald W. Marx, Philip H. Winne, P. Winne, 1980 .

The Psychology of Written Communication

James Hartley, Philip H. Winne, J. Hartley, 1981 .

Modeling Academic Achievement by Self-Reported versus Traced Goal Orientation.

Mingming Zhou, Philip H. Winne, P. Winne, 2012 .

Comparing Self-Reports to Traces of Studying Behavior as Representations of Students' Studying and Achievement

Dianne Jamieson-Noel, Philip H. Winne, P. Winne, 2003 .

Comments on Motivation in Real-Life, Dynamic, and Interactive Learning Environments: Theoretical and

Philip H. Winne, P. Winne, 2004 .

Self-regulation is ubiquitous but its forms vary with knowledge

Philip H. Winne, P. Winne, 1995 .

A Perspective on State-of-the-art Research on Self-regulated Learning

Philip H. Winne, P. Winne, 2005 .

Feedback and Self-Regulated Learning: A Theoretical Synthesis

Philip H. Winne, P. Winne, Deborah L Butler, 1995 .

Handbook of educational psychology

Philip H. Winne, P. Winne, P. Alexander, 2013 .

Why process-product research cannot explain process-product findings and a proposed remedy: The cognitive mediational paradigm

Philip H. Winne, P. Winne, 1987 .

Exploring students’ calibration of self reports about study tactics and achievement

Philip H. Winne, P. Winne, Dianne Jamieson-Noel, 2002 .

Studying as self-regulated learning.

Philip H. Winne, P. Winne, Allyson Hadwin, 1998 .

Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change☆

Philip H. Winne, Krista R. Muis, P. Winne, 2018, Contemporary Educational Psychology.

The weave of motivation and self-regulated learning.

Philip H. Winne, A. Hadwin, P. Winne, 2008 .

Leveraging Big Data to Help Each Learner and Accelerate Learning Science

Philip H. Winne, 2017, Teachers College Record: The Voice of Scholarship in Education.

A Multitrait-Multimethod Study of Three Self-Concept Inventories.

Philip H. Winne, P. Winne, R. Marx, 1977 .

The psychology of academic achievement.

Philip H. Winne, P. Winne, J. Nesbit, 2010, Annual review of psychology.

Self-regulated learning viewed from models of information processing.

Philip H. Winne, P. Winne, 2001 .

Using persuasive refutation texts to prompt attitudinal and conceptual change.

Philip H. Winne, Robert W. Danielson, Krista R. Muis, 2020 .

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Philip H. Winne, Krista R. Muis, P. Winne, 2016 .

Automatic identification of knowledge-transforming content in argument essays developed from multiple sources

Philip H. Winne, Mladen Rakovic, Zahia Marzouk, 2020, J. Comput. Assist. Learn..

Evaluating the Effects of Training High School Students to use Summarization When Training Includes Analogically Similar Information

Philip H. Winne, P. Carney, Eileen Wood, 1995 .

Examining trace data to explore self-regulated learning

Philip H. Winne, A. Hadwin, P. Winne, 2007 .

How to improve the credibility of research in education

Philip H. Winne, 1999 .

Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories.

Philip H. Winne, Krista R. Muis, P. Winne, 2007, The British journal of educational psychology.

Theorizing and researching levels of processing in self‐regulated learning

Philip H. Winne, P. Winne, Philip H Winne, 2018, The British journal of educational psychology.

A Cognitive and Metacognitive Analysis of Self-Regulated Learning

Philip H. Winne, P. Winne, 2011 .

Inherent details in self-regulated learning

Philip H. Winne, P. Winne, 1995 .

A METACOGNITIVE VIEW OF INDIVIDUAL DIFFERENCES IN SELF-REGULATED LEARNING

Philip H. Winne, P. Winne, 1996 .

How Software Technologies Can Improve Research on Learning and Bolster School Reform

Philip H. Winne, P. Winne, 2006 .

Elaborative interrogation effects on children's learning of factual content.

Philip H. Winne, M. Pressley, P. Winne, 1990 .

nStudy: An Internet Tool to Support Learning, Collaboration and Researching Learning Strategies

Philip H. Winne, Luc Beaudoin, 2009 .

Construct Interpretations of Three Self-Concept Inventories

Philip H. Winne, P. Winne, R. Marx, 1978 .

Intelligence and thinking skills

Philip H. Winne, P. Winne, 1989 .

Path Analyses Relating Student Perceptions Of Teacher Behavior to Student Achievement

Philip H. Winne, P. Winne, L. Corno, 1978 .

Theories of Instruction and of Intelligence for Designing Artificially Intelligent Tutoring Systems

Philip H. Winne, P. Winne, 1989 .

Logs or Self-Reports? Misalignment Between Behavioral Trace Data and Surveys When Modeling Learner Achievement Goal Orientation

Philip H. Winne, Christopher A. Brooks, P. Winne, 2023, LAK.

System design for using multimodal trace data in modeling self-regulated learning

Elizabeth B. Cloude, Philip H. Winne, R. Azevedo, 2022, Frontiers in Education.

Improving Measurements of Self-Regulated Learning

Philip H. Winne, P. Winne, 2010 .

Learning from Learning Kits: gStudy Traces of Students’ Self-Regulated Engagements with Computerized Content

Philip H. Winne, Nancy E. Perry, P. Winne, 2006 .

What if Learning Analytics Were Based on Learning Science

Jovita M. Vytasek, Philip H. Winne, J. Nesbit, 2016 .

Learning Strategies and Self-Regulated Learning

Philip H. Winne, P. Winne, Zahia Marzouk, 2019, The Cambridge Handbook of Cognition and Education.

Inducing Self-Explanation: a Meta-Analysis

Philip H. Winne, P. Winne, J. Nesbit, 2018 .

Inducing Self-Explanation: a Meta-Analysis

Philip H. Winne, P. Winne, J. Nesbit, 2018, Educational Psychology Review.

Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning

Philip H. Winne, P. Winne, 2022, Metacognition and Learning.

Academic challenges as opportunities to learn to self-regulate learning

Philip H. Winne, Sarah K. Davis, A. Hadwin, 2019, Problem Solving for Teaching and Learning.

Enhancing Self-Regulated Learning through Metacognitively-Aware Intelligent Tutoring Systems

Susanne P. Lajoie, Robert A. Sottilare, Philip H. Winne, 2014, ICLS.

Relations Among the Structure of Learning Tasks, Achievement, and Changes in Self-Efficacy in Secondary Students.

Philip H. Winne, P. Winne, Ken R. Lodewyk, 2005 .

Studying Student Cognition During Classroom Learning

Philip H. Winne, P. Winne, R. Marx, 1985 .

Self-regulated learning in research with gifted learners

Philip H. Winne, P. Winne, 2019, High Ability Studies.

Metacognition and Computer-Supported Collaborative Learning

Philip H. Winne, A. Hadwin, P. Winne, 2013 .