Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?
Tóm tắt
Từ khóa
Tài liệu tham khảo
Azevedo, 2002, Beyond intelligent tutoring systems: Computers as MetaCognitive tools to enhance learning?, Instructional Science, 30, 31, 10.1023/A:1013592216234
Azevedo, R., & Cromley, J. G. (2003). Does training on self-regulated learning facilitate students’ learning with hypermedia? Manuscript submitted for publication
Azevedo, R., Guthrie, J. T., & Seibert, D. (in press). The role of self-regulated learning in fostering students’ conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research
Azevedo, 1998, The cognitive basis for the design of a mammography interpretation tutor, International Journal of Artificial Intelligence in Education, 9, 32
Azevedo, R., Ragan, S., Cromley, J. G., & Pritchett, S. (2002, April). Do different conceptual scaffolding conditions facilitate students’ ability to regulate their learning of complex science topics with RiverWeb? Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA
Azevedo, 2001, Fostering students’ collaborative problem solving with RiverWeb, 167
Biemans, H., & Simons, P. (1995). Computer-assisted instruction and conceptual change. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA
Brush, 2001, The use of embedded scaffolds with hypermedia-supported student-centered learning, Journal of Educational Multimedia and Hypermedia, 10, 333
Brusilovsky, 2001, Adaptive hypermedia, User Modelling and User-Adapted Interaction, 11, 87, 10.1023/A:1011143116306
Chang, 2001, Learning through computer-based concept mapping with scaffolding aid, Journal of Computer Assisted Learning, 17, 21, 10.1046/j.1365-2729.2001.00156.x
Chi, 2000, Self-explaining: The dual processes of generating inference and repairing mental models, Vol. 5, 161
Chi, 1994, Eliciting self-explanations improves understanding, Cognitive Science, 18, 439
Greene, 2000, A qualitative analysis of scaffolding use in a resource-based learning environment involving the world wide web, Journal of Educational Computing Research, 23, 151, 10.2190/1GUB-8UE9-NW80-CQAD
Hannafin, 1999, Student-centered learning and interactive multimedia: Status, issues, and implication, Contemporary Education, 68, 94
Hannafin, 1997, The foundations and assumptions of technology-enhanced student-centered learning environments, Instructional Science, 25, 167, 10.1023/A:1002997414652
Hannafin, 1999, Open learning environments: Foundations, methods, and models, Vol. 2, 115
Hill, 1999, Cognitive strategies and learning from the World Wide Web, Educational Technology Research and Development, 45, 37, 10.1007/BF02299682
Hogan, 1997
Jackson, 2000, MODEL-IT: A design retrospective, 77
Jacobson, 2000, The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge, Journal of the Learning Sciences, 9, 149, 10.1207/s15327809jls0902_2
Jacobson, 1996, Evolution, hypermedia learning environments, and conceptual change, 151
Jonassen, 1996
Kao, M., & Lehman, J. (1997). Scaffolding in a computer-constructivist environment for teaching statistics to college learners. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL
Koedinger, 2001, Cognitive tutors as modeling tools and instructional models, 145
Kramarski, 2003, Using computer algebra systems in mathematical classrooms, Journal of Computer Assisted Learning, 19, 35, 10.1046/j.0266-4909.2003.00004.x
Lajoie, 1998, Cognitive tools for assessment and learning in a high flow information environment, Journal of Educational Computing Research, 18, 203, 10.2190/LTRW-BR1G-B75L-3F65
Lajoie, 2001, Constructing knowledge in the context of BioWorld, Instructional Science, 29, 155, 10.1023/A:1003996000775
Land, 2000, Project-based learning with the World Wide Web: A qualitative study of resource integration, Educational Technology Research and Development, 48, 61, 10.1007/BF02319858
McManus, 2000, Individualizing instruction in a web-based hypermedia learning environment: Nonlinearity, advanced organizers, and self-regulated learners, Journal of Interactive Learning Environments, 11, 219
Merrill, 1995, Tutoring: Guided learning by doing, Cognition and Instruction, 13, 315, 10.1207/s1532690xci1303_1
Pintrich, 2000, The role of goal orientation in self-regulated learning, 451
Reiser, 2002, Why scaffolding should sometimes make tasks more difficult for learners, Proceedings of the Annual Meeting of the CSCL, 255
Reiser, 2001, BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms, 263
Saye, 2002, Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments, Educational Technology Research and Development, 50, 77, 10.1007/BF02505026
Shapiro, 2000, The effect of interactive overviews on the development of conceptual structure in novices learning from hypermedia, Journal of Interactive Multimedia and Hypermedia, 9, 57
Vosniadou, 1992, Mental models of the earth: A study of conceptual change in childhood, Cognitive Psychology, 24, 535, 10.1016/0010-0285(92)90018-W
Hacker, 1998, SMART environments that support monitoring, reflection, and revision, 305
White, 2000, Facilitating students’ inquiry learning and metacognitive development through modifiable software advisers, 97
Williams, 1996, Learner control and instructional technologies, 957
Winne, 2001, Self-regulated learning viewed from models of information processing, 153
Winne, 1998, Studying as self-regulated learning, 277
Winne, 2002, Methodological issues and advances in researching tactics, strategies, and self-regulated learning, 121
Winne, 2000, Measuring self-regulated learning, 531
Yang, 1999, Divulging intertextual processes in the problem solving of hypermedia, Journal of Interactive Learning Research, 10, 87
Zimmerman, 2000, Attaining self-regulation: A social cognitive perspective, 13
Zimmerman, 2001, Theories of self-regulated learning and academic achievement: An overview and analysis, 1