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

Contemporary Educational Psychology - Tập 33 Số 2 - Trang 270-298 - 2008
Daniel C. Moos1, Roger Azevedo2
1University of Maryland, Department of Human Development, 3304 Benjamin Building, College Park, MD 20742, USA
2Department of Psychology, Institute for Intelligent Systems, University of Memphis 3693 Norriswood Ave., Memphis, TN 38152-6400, USA

Tóm tắt

Từ khóa


Tài liệu tham khảo

Afflerbach, 1986, The influence of prior domain knowledge on expert readers’ importance assignment process, Vol. 35, 30

Alexander, 2003, The development of expertise: the journey from acclimation to proficiency, Educational Researcher, 32, 10, 10.3102/0013189X032008010

Alexander, 2000, Learning from text: a multidimensional and developmental perspective, Vol. 3, 285

Alexander, 2003, Learning from traditional and alternative texts: new conceptualizations for the information age, 199

Alexander, 1995, Interrelationship of knowledge, interest, and recall: assessing the model of domain learning, Journal of Educational Psychology, 87, 559, 10.1037/0022-0663.87.4.559

Alexander, 1991, Domain-specific and strategic knowledge as predictors of expository text comprehension, Journal of Reading Behavior, 23, 165, 10.1080/10862969109547735

Alexander, 1994, The influence of topic knowledge, domain knowledge, and interest on the comprehension of scientific exposition, Learning and Individual Differences, 6, 379, 10.1016/1041-6080(94)90001-9

Alexander, 1998, Profiling the differences in students’ knowledge, interest, and strategic processing, Journal of Educational Psychology, 90, 435, 10.1037/0022-0663.90.3.435

Anderson, 1987, Methodologies for studying human knowledge, Behavioral and Brain Sciences, 10, 467, 10.1017/S0140525X00023554

Azevedo, 2005, Computer environments as metacognitive tools for enhancing learning, Educational Psychologist, 40, 193, 10.1207/s15326985ep4004_1

Azevedo, 2004, Does training on self-regulated learning facilitate students’ learning with hypermedia?, Journal of Educational Psychology, 96, 523, 10.1037/0022-0663.96.3.523

Azevedo, 2004, Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia, Contemporary Educational Psychology, 29, 344, 10.1016/j.cedpsych.2003.09.002

Azevedo, 2005, Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia, Instructional Science, 33, 381, 10.1007/s11251-005-1273-8

Azevedo, 2004, The role of self-regulated learning in fostering students’ conceptual understanding of complex systems with hypermedia, Journal of Educational Computing Research, 30, 87, 10.2190/DVWX-GM1T-6THQ-5WC7

Azevedo, 2004, Can students collaboratively use hypermedia to lean about science? The dynamics of self- and other-regulatory processes in an ecology classroom, Journal of Educational Computing Research, 31, 215, 10.2190/HFT6-8EB1-TN99-MJVQ

Bartlett, 1951, A further note on tests of significance in factor analysis, The British Journal of Psychology, 4, 1

Best, 2005, Deep-level comprehension of science texts: the role of the reader and the text, Top Lang Disorders, 25, 65, 10.1097/00011363-200501000-00007

2000

Butler, 1995, Feedback and self-regulated learning: a theoretical synthesis, Review of Educational Research, 65, 245, 10.3102/00346543065003245

Caliser, 2003, Influence of text structure and prior domain knowledge of the learner on reading comprehension, browsing and perceived control, Computers in Human Behavior, 19, 135, 10.1016/S0747-5632(02)00058-4

Carr, 1996, Where gifted children do and do not excel on metacognitive tasks, Roeper Review, 18, 212, 10.1080/02783199609553740

Catell, 1966, The scree test for the number of factors, Multivariate Behavioral Research, 1, 245, 10.1207/s15327906mbr0102_10

Chen, 2006, Navigation in hypermedia learning systems: experts vs. novices, Computers in Human Behavior, 22, 251, 10.1016/j.chb.2004.06.004

Chen, 1998, Modeling user navigation behaviours in a hypermedia- based learning system: an individual differences approach, Journal of Knowledge Organization, 25, 67

Chi, 2000, Self-explaining: the dual processes of generating inference and repairing mental models, Vol. 5, 161

Chi, 2005, Commonsense conceptions of emergent processes: why some misconceptions are robust, Journal of the Learning Sciences, 14, 161, 10.1207/s15327809jls1402_1

Chi, 1994, Eliciting self-explanation improves understanding, Cognitive Science, 18, 439

Chi, 1981, Categorization and representation of physics problems by experts and novices, Cognitive Science, 5, 121, 10.1207/s15516709cog0502_2

Chi, 1988

Deffner, 1989, Interaction of thinking aloud, solution strategies and task characteristics? An experimental test of the Ericsson and Simon model, Spracher und Kognition, 9, 98

Dochy, 1995, Mapping prior domain knowledge: a framework for discussion among researchers, European Journal of Psychology of Education, 10, 225, 10.1007/BF03172918

Ericsson, 1996

Ericsson, 2006, Protocol analysis and expert thought: concurrent verbalizations of thinking during experts’ performance on representative tasks, 223

Ericsson, 1995, Long-term working memory, Psychologist Review, 102, 211, 10.1037/0033-295X.102.2.211

Ericsson, 1993, Vol. 3

Ericsson, 1991

Feltovich, 1997

Graesser, 2005, Scaffolding deep comprehension strategies through Point & Query, AutoTutor, and iStart, Educational Psychologist, 40, 225, 10.1207/s15326985ep4004_4

Greene, 2006, Adolescents’ use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia, 203

Greene, J. A., Moos, D. C., Azevedo, R., & Winters, F. I. (in press). Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia, Computers and Education.

Guadagnoli, 1988, The relationship of sample size to the stability of component patterns: a simulation study, Psychological Bulletin, 103, 265, 10.1037/0033-2909.103.2.265

Hasan, 2003, The influence of specific computer experiences on computer self-efficacy beliefs, Computers in Human Behavior, 19, 443, 10.1016/S0747-5632(02)00079-1

Heydemann, 1986, The relation between eye-moveness and think aloud for Raven matrices, Psychologische Beitrage, 28, 76

Jacobson, 2000, The design of hypermedia tools for learning: fostering conceptual change and transfer of complex scientific knowledge, Journal of the Learning Sciences, 9, 145, 10.1207/s15327809jls0902_2

Jonassen, 1996, Learning with technology: using computers as cognitive tools, 694

Kanfer, 1989, Motivation and cognitive abilities: an integrative/aptitude-treatment approach to skill acquisition, Journal of Applied Psychology, 74, 657, 10.1037/0021-9010.74.4.657

Kintsch, 1998

Lajoie, 2006, Teaching and learning in technology-rich environments

Last, 2001, The effects of prior domain knowledge and goal strength on the use of hypermedia, Journal of Educational Multimedia and Hypermedia, 7, 51

Laszlo, 1988, Verbal reports as data in text comprehension: an introduction, Text, 8, 283, 10.1515/text.1.1988.8.4.283

Lawless, 1997, Multimedia learning environments: issues of learner control and navigation, Instructional Science, 25, 117, 10.1023/A:1002919531780

Leahy, 2003, When auditory presentation should and should not be a component of multimedia instruction, Applied Cognitive Psychology, 17, 401, 10.1002/acp.877

Lundeberg, 1987, Metacognitive aspects of reading comprehension: studying understanding in legal case analysis, Reading Research Quarterly, 22, 407, 10.2307/747700

McDonald, 1998, Effects of text structure and prior domain knowledge of the learner on navigation in hypermedia, Human Factors, 40, 18, 10.1518/001872098779480541

McNamara, 2001, Reading both high-coherence and low-coherence texts: effects of text sequence and prior domain knowledge, Canadian Journal of Experimental Psychology, 55, 51, 10.1037/h0087352

McNamara, 2004, SERT: self-explanation reading training, Discourse Processes, 38, 1, 10.1207/s15326950dp3801_1

McNamara, 1996, Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text, Cognition and Instruction, 14, 1, 10.1207/s1532690xci1401_1

Moos, 2006, The role of goal structure in undergraduates’ use of self-regulatory variables in two hypermedia learning tasks, Journal of Educational Multimedia and Hypermedia, 15, 49

Murphy, 2002, What counts? The predictive powers of subject-matter knowledge, strategic processing, and interest in domain-specific performance, The Journal of Experimental Education, 70, 197, 10.1080/00220970209599506

Newell, 1972

Nielson, 2000

Norris, 1991, Effect of eliciting verbal reports of thinking on critical thinking test performance, Journal of Educational Measurement, 27, 41, 10.1111/j.1745-3984.1990.tb00733.x

Nunnally, 1978

Osborne, 2004, Sample size and subject to item ratio in principal components analysis, Practical Assessment, Research, & Evaluation, 9

Pintrich, 2000, The role of goal orientation in self-regulated learning, 452

Pintrich, 2002, The development of academic self-regulation: the role of cognitive and motivational factors, 249

Pressley, 1995

Rhenius, 1984, Think aloud during the administration of Raven’s matrices, Zeitschrift fur experimentelle und angewandte Psychologie, 76, 308

Salanova, 2000, Computer training, frequency of usage and burnout: the moderating role of computer self-efficacy, Computers in Human Behavior, 16, 575, 10.1016/S0747-5632(00)00028-5

Shapiro, 1999, The relationship between prior domain knowledge and interactive overviews during hypermedia-aided learning, Journal of Educational Computing Research, 20, 143, 10.2190/BCKU-F3AC-CNPW-M44E

Shapiro, 2000, The effects of interactive overviews on the development of conceptual structure in novices learning from hypermedia, Journal of Educational Multimedia and Hypermedia, 9, 57

Shapiro, 2004, How including prior domain knowledge as a subject variable may change outcomes of learning, American Educational Research Journal, 41, 159, 10.3102/00028312041001159

Shapiro, 2004, 605

Shin, 1994, Effects of learner control, advisement, and prior domain knowledge on young students’ learning in a hypermedia environment, Educational Technology Research and Development, 42, 33, 10.1007/BF02298169

Sweller, 2003, Evolution of human cognitive architecture, 215

Sweller, 2004, Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture, Instructional Science, 32, 9, 10.1023/B:TRUC.0000021808.72598.4d

Sweller, 2005, The redundancy principle in multimedia learning, 159

Sweller, 1998, Cognitive architecture and instructional design, Educational Psychology Review, 10, 251, 10.1023/A:1022193728205

Tabachnick, 1996

Velicer, 1990, Component analysis versus common factor analysis: some issues in selecting an appropriate procedure, Multivariate Behavioral Research, 25, 1, 10.1207/s15327906mbr2501_1

Wells, 2006, Dialogue in the classroom, The Journal of the Learning Sciences, 15, 379, 10.1207/s15327809jls1503_3

Williams, 1996, Student control and instructional technologies, 957

Winne, 1996, A metacognitive view of individual differences in self-regulated learning, Learning and Individual Differences, 8, 327, 10.1016/S1041-6080(96)90022-9

Winne, 1997, Experimenting to bootstrap self-regulated learning, Journal of Educational Psychology, 89, 397, 10.1037/0022-0663.89.3.397

Winne, 2001, Self-regulated learning viewed from models of information processing

Winne, 2005, Key issues in modeling and applying research on self-regulated learning, Applied Psychology: An International Review, 54, 232, 10.1111/j.1464-0597.2005.00206.x

Winne, 1998, Studying as self-regulated learning, 277

Winne, 2000, Measuring self-regulated learning, 531

Zimmerman, 2000, Attaining self-regulation: a social cognitive perspective

Zimmerman, 1986, Development of a structured interview for assessing student use of self-regulated strategies, American Educational Research Journal, 23, 614, 10.3102/00028312023004614

Zimmerman, 2001