Does training on self-regulated learning facilitate students' learning with hypermedia?

By Roger Azevedo, Jennifer G. Cromley. 2004

879 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a279748725d3b379ec573492fc5dd289f575ce1a

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

1. Roger Azevedo
2. Ernesto Panadero
3. Patricia A. Alexander
4. Fred Paas
5. A. Graesser
6. Tamara van Gog
7. Jeffrey Alan Greene
8. S. D’Mello

In Education

1. Ernesto Panadero
2. Roger Azevedo
3. Fred Paas
4. Patricia A. Alexander
5. Tamara van Gog
6. J. V. van Merriënboer
7. Jeffrey Alan Greene
8. Ivar Bråten

Citations in the corpus

• Self-report of reading comprehension strategies: What are we measuring? (2007, methodology): “Strategy codes for the think-aloud measure (Adapted from Azevedo & Cromley, 2004 )”
• Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses (2017, background): “Moreover, researchers agree that SRL is not a fixed trait, but rather a skill that can be developed and honed through experience and practice applying SRL strategies (Azevedo & Cromley, 2004; Schunk, 2005; Zimmerman, 2015).”
• Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005, background): “In contrast, providing college students with fixed scaffolds tends to interfere with their ability to develop sophisticated mental models of the topic (e.g., Azevedo & Cromley, 2004).”
• Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning (2012, background): “…research on improving self-regulated learning in hypermedia environments has shown that training can improve students’ application of self-regulation activities such as monitoring or planning during task performance and that this can increase their learning outcomes (e.g., Azevedo & Cromley, 2004).”
• Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “…difficulty differentiating claims from evidence, and evidence from conclusions, and tend to pay relatively little attention to source information (Azevedo & Cromley, 2004; Brem et al., 2001; Chinn & Malhotra, 2002; Korpan, Bisanz, Bisanz, & Henderson, 1997; Norris, Phillips, & Korpan, 2003;…”
• Affect-aware tutors: recognising and responding to student affect (2009, background): “One long-term goal is to help students develop meta-cognitive and meta-affective skills, such as self-awareness and self-regulations for dealing with failure and frustration (Azevedo and Cromley, 2004; Burleson and Picard, 2004; Dweck, 1999).”
• Cognitive activities in complex science text and diagrams (2010, methodology): “The coding scheme for the think-aloud protocols was adapted from the Self-Regulated Learning coding scheme developed by Azevedo and colleagues (Azevedo & Cromley, 2004; Cromley & Azevedo, 2006), and modified based on previous think-aloud reading studies (Fehrenbach, 1991; Laing & Kamhi, 2002;…”
• Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes (2007, background): “In addition to the questions related to SRL, it was explored whether a positive relation between the development of SRL and learning outcomes (Azevedo & Cromley, 2004; Pintrich, 2000; Thiede et al., 2003) could be confirmed.”
• Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART (2005, background): “Self-regulated learning occurs when learners create their own goals for learning and then follow up in achieving these goals by monitoring, regulating, and controlling their thoughts and behavior (Azevedo & Cromley, 2004; Winne, 2001; Zimmerman, 2001).”
• A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, background): “…which has a strong focus on motivation regulation; (b) Azevedo et al. (2004), which builds upon the work of Winne and colleagues (e.g., Azevedo and Cromley, 2004, p. 525, fourth paragraph) and describes a micro-level analysis of SRL; and (c) Schmitz and Wiese (2006), which takes Zimmerman’s model…”
• Group-Metacognitive Support for Online Inquiry in Mathematics with Differential Self-Questioning (2009, background): “This strategy helps students select a specific self-regulatory strategy, approach, or response within learning (e.g., Azevedo & Cromley, 2004; Kramarski & Mevarech, 2003; Schoenfeld, 1992; Schraw et al., 2006; Veenman et al., 2006).”