Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?

By Roger Azevedo, Daniel C. Moos, Jeffrey Alan Greene, Fielding I. Winters, Jennifer G. Cromley. 2008

371 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c30f1553e28353e3e04210696da6d59b16a685e9

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course (2015, background): “Considering that skillful self-regulated learners (a) performed better than less skillful students, (b) demonstrated higher self-efficacy and task value, and (c) controlled negative emotions in learning (Abar & Loken, 2010; Artino, 2007; Azevedo et al., 2008; Boekaerts & Corno, 2005; Kuo et al., 201”
Sequential and temporal characteristics of self and socially regulated learning (2014, background): “…process, elaborate) to study a topic and effectively control and monitor their learning with metacognitive activities (orientate, plan, monitor and evaluate their actions) and motivate themselves to an appropriate level of engagement (Azevedo et al. 2008; Winne and Hadwin 2010; Zimmerman 2002).”
Motivation and learning in an online, unmoderated, mathematics workshop for teachers (2011, background): “Research has demonstrated that effective use of hypermedia requires self-regulation: making decisions about what and how to learn, how much time to spend, and whether or not learning has occurred (see Azevedo et al. 2008 ).”
Self-regulation of motivation when learning online: the importance of who, why and how (2011, background): “Others are not present to prompt and guide self-regulation (e.g., on how to monitor progress), which Azevedo and colleagues have shown results in better self-regulation than when students are left on their own ( Azevedo et al. 2008 ).”
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning (2012, background): “…(e.g., Corbalan et al., 2008; Schnackenberg & Sullivan, 2000), but has detrimental effects on learning outcomes when compared to teacher or computer controlled fixed or personalized instruction (see e.g., Azevedo et al., 2008; Lawless & Brown, 1997; Niemiec et al., 1996; Williams, 1996).”
Impact of AI assistance on student agency (2023, methodology): “…learning (Ga ˇ sevi ´ c, Adesope, Joksimovi ´ c, & Kovanovi ´ c, 2015; Ga ˇ sevi ´ c, Mirriahi, Dawson, & Joksimovi ´ c, 2017), a self-monitoring checklist was incorporated to scaffold an essential SRL process of activating prior knowledge (Azevedo, Moos, Greene, Winters, & Cromley, 2008).”
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? (2020, background): “Previous studies indicate di ﬃ culties in regulating learning in digital environments (Azevedo & Jacobson, 2008; Azevedo, Moos, Greene, Winters, & Cromley, 2008).”