Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning

By Roger Azevedo. 2005

691 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/84c05b20afec366843ad23a6d6ea9670af30bcb3

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. Tamara van Gog
3. Slava Kalyuga
4. Alexander Renkl
5. Adar Ben-Eliyahu
6. John Sweller
7. Roger Azevedo
8. Matthew L. Bernacki

In Developmental and Educational Psychology

1. Fred Paas
2. Sanna Järvelä
3. Tamara van Gog
4. Roger Azevedo
5. Ernesto Panadero
6. Matthew L. Bernacki
7. Adar Ben-Eliyahu
8. Slava Kalyuga

In Education

1. Tamara van Gog
2. Fred Paas
3. Sanna Järvelä
4. Roger Azevedo
5. Adar Ben-Eliyahu
6. Jeffrey Alan Greene
7. Matthew L. Bernacki
8. Jonna Malmberg

Citations in the corpus

• Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis (2008, methodology): “Specifically, compared to those who did not receive the scaffolding, students in the adaptive scaffolding condition used more of the planning, monitoring, and strategy processes that previous research has shown to be linked to more positive learning outcomes (Azevedo 2005b).”
• Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “…or a series of events, have shifted focus away from self-report inventories and toward observation measures of SRL such as video records and computer-generated traces (or logfiles) of inferred SRL actions (Azevedo et al. 2013; Hadwin et al. 2004, 2007) and think aloud protocols (Azevedo 2005).”
• The Measurement and Predictive Ability of Metacognition in Middle School Learners (2012, background): “, Ariel, Dunlosky, & Bailey, 2009; Huff & Nietfeld 2009; Moos & Azevedo, 2009). Flavell’s (1979) framework has also been extended and”
• Facilitating Flexible Problem Solving: A Cognitive Load Perspective (2010, background): “Other important attributes of flexible expertise such as well-developed self-regulation and metacognitive skills as well as attitudes also need to be taken into account (e.g., Azevedo 2005; Veenman et al. 2004; White and Frederiksen 2005).”
• Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “These studies explicitly address social context in regulation of learning, including, for example, the role of tasks, teachers, pedagogical designs, and technological support (Azevedo, 2005; J€arvel€a, & Hadwin, 2013; Perry, 1998; Turner & Patrick, 2008).”
• Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas (2014, background): “…coates, humphreys, kane, & Vachris, however, not all online students have strong self-directed learning skills and, thus, may to build those skills (Azevedo, 2005; Azevedo et al., 2004; quintana, zhang, & krajcik, 2005; shapiro, 2000). it is not clear whether most online courses incorporate such…”
• The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement (2018, background): “© 2017 Taylor & Francis Group, LLC has never been greater (Azevedo, 2005; Dabbagh & Bannan-Ritland, 2005; Dabbagh & Kitsantas, 2004).”
• Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, methodology): “…common to SRL research include self-report questionnaires (Ainley and Patrick 2006; Karabenick et al. 2012; Pintrich 2004), think-aloud protocols (Azevedo 2005b; Greene et al. 2011), microanalysis (Cleary 2011) and qualitative classroom observation methods (Boekaerts and Corno 2005; Corno 1995;…”
• Online Mathematics Achievement: Effects of Learning Strategies and Self-Efficacy (2007, background): “Likewise, hypermedia classrooms must contain strategy instruction needed to teach students strategies that are effective specifically in the online classroom (Azevedo, 2005; Zimmerman & Tsikalas, 2005).”
• Self-regulation in online learning (2013, neutral): “Often, multiple constructs explain students’ SRL (Artino, 2009; Azevedo, 2005; Cho & Jonassen, 2009; Zimmerman & Schunk, 2011).”
• Self-regulation of motivation when learning online: the importance of who, why and how (2011, methodology): “Models of self-regulated learning include an important role for motivational processes, such as self-efficacy beliefs (Pintrich 2000), and these models have been applied more recently to CBLEs (Azevedo 2005; Perry and Winne 2006; Winters et al. 2008).”