Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia

By Roger Azevedo, Jennifer G. Cromley, Fielding I. Winters, Daniel C. Moos, Jeffrey Alan Greene. 2005

333 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/84a21e60eeaa353d617286254dd9ca92c5c4b10a

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

In Information Systems

Citations in the corpus

A Perspective on State-of-the-art Research on Self-regulated Learning (2005, background): “supplement to it. Fourth, as evidenced in the studies by Azevedo et al. (2005) and by Choi et al. (2005), some theoretically useful scaffolds are not successful.”
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning (2008, background): “Some, such as Azevedo et al. (2005) have delineated three classes scaffolding: fixed scaffolding, adaptive scaffolding, and no scaffolding.”
Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy (2009, background): “…CBLEs have been used in classrooms to help students learn about challenging topics (Lajoie, 1993, 2000; Lajoie & Azevedo, 2006), research has begun to question the effectiveness of these learning environments (see Azevedo, 2005; Jacobson & Archodidou, 2000; Jonassen & Land, 2000; Williams, 1996).”
Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? (2008, background): “While these findings are consistent with the results of recent SRL studies on learning with hypermedia (e.g., Azevedo et al. 2005 ), they also demonstrate that adolescents regulate their learning with hypermedia differently than college students (e.g., see Azevedo and Cromley 2004).”
AutoTutor and affective autotutor: Learning by talking with cognitively and emotionally intelligent computers that talk back (2012, background): “Unfortunately, students rarely deploy these metacognitive processes productively during unscaffolded learning with hypermedia [Azevedo et al. 2005].”
Understanding Complex Systems: Some Core Challenges (2006, background): “For example, younger students (i.e., middle school and high school) are not usually motivated to engage in the learning of complex systems (e.g., Azevedo, Cromley, Winters, Moos, & Greene, 2005 ).”
Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds (2005, methodology): “The attributes of the scaffolds emphasized in the studies range from adaptive scaffolding based on on-going diagnosis, calibrated to the individual learner which may include some degree of fading ( Azevedo et al. 2005; Hadwin et al. 2005) to having the student engage in self-diagnosis with no other”
Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, unknown): “Azevedo et al. (2005) found that the learning activities of seventh and 10th grade students who received adaptive human scaffolding (N=38), which consisted of support of the selfregulated learning of the student, were associated significantly more with shifts in their mental models than students who”