Educational Research in the Internet Age: Examining the Role of Individual Characteristics

By Kendall Hartley, Lisa D. Bendixen. 2001

311 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c27bc5bf1225f9c3ff5ffa27194cc1128b6aa45f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change (2009, background): “Because personal epistemology may be particularly important when people work on complex learning tasks (Hartley & Bendixen, 2001; Spiro, Feltovich, & Coulson, 1996), and because the understanding of multiple texts can be described as a more complex task than the understanding of a single text…”
Epistemic metacognition in context: evaluating and learning online information (2010, background): “In addition, to extend current research, we examined epistemic metacognition in relation to individual differences in learners which may influence their activation of reflections about knowledge and knowing in the context of Web navigation ( Hartley and Bendixen 2001 ).”
The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement (2018, background): “…requires a relatively higher level of autonomy and self-regulation compared with traditional classroom learning in which the course instructor is able to exercise substantial control over the learning activities (Artino & Stephens, 2009; Dabbagh & Kitsantas, 2004; Hartley & Bendixen, 2001).”
When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing (2010, background): “Adopting the notion that personal epistemology may be more important when students work on complex tasks (Hartley and Bendixen 2001; Spiro et al. 1996), and considering deeper-level understanding to be more complex and challenging than memory for facts, we hypothesized that topic-specific epistemic ”
Development and Initial Validation of the Online Learning Value and Self-Efficacy Scale (2008, background): “Furthermore, numerous experts have suggested that these motivational constructs may be even more critical in predicting student success in online learning situations (Bandura, 1997; Dabbagh & Kitsantas, 2004; Garrison, 2003; Hartley & Bendixen, 2001; Schunk & Zimmerman, 1998).”
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, background): “Because epistemic beliefs may be particularly important when people work on complex learning tasks (Hartley & Bendixen, 2001; Spiro, Feltovich, & Coulson, 1996), and because the comprehension and integration of multiple texts can be described as a more complex task than the comprehension of one…”
Improving online learning: Student perceptions of useful and challenging characteristics (2004, background): “Initial research exploring the potential of online learning has provided some overall insights (e.g., Cereijo et al., 1999; Conrad, 2002; Hartley & Bendixen, 2001; Hill, 2002).”
New Frontiers: Regulating Learning in CSCL (2013, background): “Increasingly, scholars recognize the importance of regulated learning in technology enhanced learning environments and CSCL environments (Dabbagh & Kitsantas, 2004; Hartley & Bendixen, 2001; Schunk & Zimmerman, 1998).”
Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks (2010, background): “Moreover, some authors (Hartley & Bendixen, 2001; Spiro, Feltovich, & Coulson, 1996) have suggested that epistemological beliefs may be particularly important when students deal with complex learning tasks.”
Epistemic Metacognition in the Context of Information Searching on the Web (2008, background): “This finding confirms that learner characteristics may have a crucial impact on learning activities in learning environments based on computer technologies ( Hartley & Bendixen, 2001 ).”