Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? q

By Roger Azevedo, Jennifer G. Cromley, D. Seibert. 2004

501 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/273675855b1e93f7367d9dfa03b92e35421aba9c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Fred Paas
2. Roger Azevedo
3. J. V. van Merriënboer
4. Jeffrey Alan Greene
5. Daniel C. Moos
6. Ernesto Panadero
7. Fielding I. Winters
8. Allyson Fiona Hadwin

In Developmental and Educational Psychology

1. Ernesto Panadero
2. Roger Azevedo
3. Fred Paas
4. Jeffrey Alan Greene
5. Daniel C. Moos
6. Allyson Fiona Hadwin
7. J. V. van Merriënboer
8. Sanna Järvelä

Citations in the corpus

• Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? (2008, background): “This new direction in research studying SRL with hypermedia has recently become an important means of bridging research on self- and externally-facilitated selfregulated learning with hypermedia (e.g., Azevedo et al. 2004b, 2005 ).”
• Is it Merely a Question of “What” to Prompt or Also “When” to Prompt? (2009, methodology): “As for the support of self-regulated learning, we could replicate the finding that prompts are a good means for supporting learning outcome in self-regulated learning in interactive learning environments (Atkinson, Merrill, & Renkl, 2003; Azevedo et al., 2004; Davis, 2003; Davis & Linn, 2000; Lin ”
• Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory (2011, background): “Similarly, Azevedo, Cromley, and Seibert (2004) examined differences in student domain knowledge, mental models, and self-regulation under three different scaffolding or support conditions.”
• Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005, unknown): “…to posttest) and the use of self-regulatory processes associated with these shifts in conceptual understanding (e.g., Azevedo & Cromley, 2004; Azevedo, Cromley, & Seibert, 2004; Azevedo, Cromley, Winters, Moos, & Greene, in press; Azevedo, Guthrie, & Seibert, 2004; Azevedo, Moos, Winters,…”
• Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis (2008, background): “Students working collaboratively supported each other in a regulatory manner (De Jong et al. 2005; Winters and Azevedo 2005), but the success of the collaboration depended in part on the ability and prior knowledge levels of the collaborating students (Azevedo et al. 2004c).”
• Empowering educators to be AI-ready (2022, unknown): “…support students ’ academic performance (Li, Gobert, & Dickler, 2019; VanLehn, Banerjee, Milner, & Wetzel, 2020), their affective engagement (Baker, 2016; D ’ Mello et al., 2010), and metacognitive development (Azevedo, Cromley, & Seibert, 2004; Laru & J ¨ arvel ¨ a, 2015) in controlled settings.”
• Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008, background): “Azevedo and his colleagues (Azevedo & Cromley, 2004; Azevedo et al., 2004) addressed this issue by using think-aloud measures of SRL to investigate students’ learning in a hypermedia environment. They discovered that 6 of 35 self-regulatory process categories identified in students’ think-aloud prot”
• Understanding Complex Systems: Some Core Challenges (2006, background): “But a key issue for classroom research will be helping teachers understand complex systems and how to support student learning (e.g., Azevedo, Winters, & Moos, 2004 ).”
• Self-report of reading comprehension strategies: What are we measuring? (2007, unknown): “Azevedo, Cromley, & Seibert, 2004; Cromley & Azevedo, 2004b) to code the transcripts.”
• A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “Although Bandura (1997) and other researchers have focused on efficacy expectations as the key beliefs associated with academic success, Winne and Hadwin's (1998) model suggests a possible role for outcome expectations in the maintenance of conditional knowledge, which is knowledge of when and under”