Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: an introduction
暂无分享,去创建一个
[1] Susanne P. Lajoie,et al. Computers As Cognitive Tools , 2020 .
[2] Michael J. Jacobson,et al. A design framework for educational hypermedia systems: theory, research, and learning emerging scientific conceptual perspectives , 2008 .
[3] Roger Azevedo,et al. Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis , 2008 .
[4] T. Jong,et al. Software scaffolds to promote regulation during scientific inquiry learning , 2007 .
[5] Philip H. Winne,et al. Examining trace data to explore self-regulated learning , 2007 .
[6] M. Veenman. The assessment and instruction of self-regulation in computer-based environments: a discussion , 2007 .
[7] Roger Azevedo,et al. The effect of a human agent’s external regulation upon college students’ hypermedia learning , 2007 .
[8] Jean-François Rouet,et al. Effects of academic training on metatextual knowledge and hypertext navigation , 2007 .
[9] K. Koedinger,et al. Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking , 2007 .
[10] Arthur C. Graesser,et al. SEEK Web tutor: fostering a critical stance while exploring the causes of volcanic eruption , 2007 .
[11] Gregory Schraw,et al. The use of computer-based environments for understanding and improving self-regulation , 2007 .
[12] R. Azevedo,et al. A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions , 2007 .
[13] R. Mayer,et al. Interactive Multimodal Learning Environments , 2007 .
[14] K. Scheiter,et al. Learner Control in Hypermedia Environments , 2007 .
[15] M. Bannert. Effects of Reflection Prompts When Learning with Hypermedia , 2006 .
[16] Maria Bannert,et al. Editorial Introduction: Analyzing (Self-)Monitoring in Computer Assisted Learning , 2006 .
[17] Mary Ainley,et al. Connecting with Learning: Motivation, Affect and Cognition in Interest Processes , 2006 .
[18] Peter Nenniger. Comment on Perry & Winne’s “Learning from Learning Kits: gStudy Traces of Students’ Self-Regulated Engagements with Computerized Content” , 2006 .
[19] Regina Vollmeyer,et al. Motivational Effects on Self-Regulated Learning with Different Tasks , 2006 .
[20] S. Nolen. Validity in Assessing Self-Regulated Learning: A Comment on Perry & Winne , 2006 .
[21] M. Boekaerts,et al. How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation? , 2006 .
[22] Philip H. Winne,et al. Learning from Learning Kits: gStudy Traces of Students’ Self-Regulated Engagements with Computerized Content , 2006 .
[23] M. Niemivirta,et al. Assessing Motivation and Self-Regulation in Learning within a Predictive Design: Incorporating Systematic Elements of Change , 2006 .
[24] Julianne C. Turner. Measuring Self-Regulation: A Focus on Activity , 2006 .
[25] Mary Ainley,et al. Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities , 2006 .
[26] L. Corno. Commentary on Vollmeyer and Rheinberg: Putting the Teacher in Research on Self-Regulated Learning , 2006 .
[27] Roger Azevedo,et al. Teaching and Learning in Technology-Rich Environments , 2006 .
[28] Gregory Schraw. Knowledge: Structures and Processes. , 2006 .
[29] R. Moreno. Learning in High-Tech and Multimedia Environments , 2006 .
[30] Jean-François Rouet,et al. The Skills of Document Use: From Text Comprehension to Web-Based Learning , 2006 .
[31] B. Hout-Wolters,et al. Metacognition and learning: conceptual and methodological considerations , 2006 .
[32] R. Azevedo,et al. Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds , 2005 .
[33] R. Azevedo. Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning , 2005 .
[34] J. Frederiksen,et al. A Theoretical Framework and Approach for Fostering Metacognitive Development , 2005 .
[35] Kallen E. Tsikalas,et al. Can Computer-Based Learning Environments (CBLEs) Be Used as Self-Regulatory Tools to Enhance Learning? , 2005 .
[36] K. VanLehn,et al. Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART , 2005 .
[37] K. Koedinger,et al. Fostering the Intelligent Novice: Learning From Errors With Metacognitive Tutoring , 2005 .
[38] Joseph Krajcik,et al. A Framework for Supporting Metacognitive Aspects of Online Inquiry Through Software-Based Scaffolding , 2005 .
[39] D. Schunk. Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich , 2005 .
[40] M. Boekaerts,et al. Self-Regulation in the Classroom: A Perspective on Assessment and Intervention , 2005 .
[41] Philip H. Winne,et al. Key Issues in Modeling and Applying Research on Self‐Regulated Learning , 2005 .
[42] Daniel L. Schwartz,et al. LEARNING BY TEACHING: A NEW AGENT PARADIGM FOR EDUCATIONAL SOFTWARE , 2005, Appl. Artif. Intell..
[43] Z. Mevarech,et al. The effects of metacognitive training versus worked-out examples on students' mathematical reasoning. , 2003, The British journal of educational psychology.
[44] Vincent Aleven,et al. An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor , 2002, Cogn. Sci..
[45] Douglas J. Hacker,et al. Metacognition in educational theory and practice. , 1998 .
[46] Philip H. Winne,et al. Studying as self-regulated learning. , 1998 .
[47] Arthur C. Graesser,et al. SMART Environments That Support Monitoring, Reflection, and Revision , 1998 .
[48] Philip H. Winne,et al. Feedback and Self-Regulated Learning: A Theoretical Synthesis , 1995 .
[49] M. Lepper. Motivational Considerations in the Study of Instruction , 1988 .
[50] B. Zimmerman. Becoming a Self-Regulated Learner: Which Are the Key Subprocesses?. , 1986 .
[51] A. Bandura. Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .
[52] Roy D. Pea,et al. Beyond Amplification: Using the Computer To Reorganize Mental Functioning. Technical Report No. 38. , 1985 .
[53] B. Zimmerman. Development and Adaptation of Expertise: The Role of Self-Regulatory Processes and Beliefs. , 2006 .
[54] N. Charness,et al. The Cambridge handbook of expertise and expert performance , 2006 .
[55] A. Efklides. Metacognition and Affect: What Can Metacognitive Experiences Tell Us about the Learning Process?. , 2006 .
[56] T. Jong. Engagement in learning: designing learning environments that are really used. , 2005 .
[57] Albert T. Corbett,et al. The Cambridge Handbook of the Learning Sciences: Cognitive Tutors , 2005 .
[58] Amy M. Shapiro,et al. LEARNING FROM HYPERTEXT: RESEARCH ISSUES AND FINDINGS , 2004 .
[59] Roger Azevedo,et al. Beyond intelligent tutoring systems: Using computers as METAcognitive tools to enhance learning? , 2002 .
[60] B. Zimmerman,et al. Self-regulated learning and academic achievement : theoretical perspectives , 2001 .
[61] B. Zimmerman. Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis , 2001 .
[62] Philip H. Winne,et al. Self-regulated learning viewed from models of information processing. , 2001 .
[63] P. Pintrich,et al. Handbook of self-regulation , 2000 .
[64] B. Zimmerman. Attaining self-regulation: A social cognitive perspective. , 2000 .
[65] P. Pintrich. The role of goal orientation in self-regulated learning. , 2000 .
[66] Susanne P. Lajoie,et al. No more walls : theory change, paradigm shifts, and their influence on the use of computers for instructional purposes , 2000 .
[67] T. O. Nelson. Metamemory: A Theoretical Framework and New Findings , 1990 .
[68] B. Zimmerman,et al. Self-regulated learning and academic achievement: Theory, research, and practice. , 1989 .
[69] J. Flavell. Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. , 1979 .