Cognitive requirements for learning with open-ended learning environments

By Susan M. Land. 2000

329 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ea90e3f7854713d68b11387a07729846c1a63794

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? (2008, background): “This finding is consistent with the majority of studies on non-linear, random-access hypermedia environments with a high degree of learner control (e.g., Azevedo and Cromley 2004; Azevedo et al. 2004a; Greene and Land 2000; Hill and Hannafin, 1997).”
Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions (2003, background): “Group members might not know how to ask productive questions or how to elaborate thoughts, especially when their domain knowledge is limited (Land, 2000).”
Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science (2008, background): “Although there are many benefits in building upon meaningful problems and real-world situations, the instructional challenges associated with effectively realizing these benefits are formidable (Land, 2000).”
The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia (2004, background): “cognitive and metacognitive skills necessary to regulate their learning of complex topics (e.g., Azevedo et al., 2002, Land, 2000; Oliver & Hannafin, 2001).”
A REVIEW OF EMPIRICAL EVIDENCE ON SCAFFOLDING FOR SCIENCE EDUCATION (2012, background): “In other words, researchers were under the impression that learners would benefit more in an explicit scaffolding environment than in an implicit one since explicit scaffolding is more effortless for learners to manage, monitor, and self-regulate their own learning (Azevedo et al., 2004; Land, 2000;”
Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? q (2004, unknown): “…これまでの研究：ハイパーメディア使用時における自己制御の困難さの指摘（ハイパーメディアとは…米国の学者 Theodor Holm Nelson 氏が著書「Computer Lib」において 1974 年に提言した情報表現方法で，文字情報主体のハイパーテキスト(hypertext) を画像や音声などを含めたマルチメディアに拡張した概念．）現在の試み・インストラクション援助・ Scaffold ・生徒の理解をサポートするデザインどのように Scaffold がテクノロジーベースの環境において使用されているかの研究は存在…”
Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments (2002, background): “These include obstacles originating within organizational structures of the learning environment (Cuban, 1984; Linn, 1995; Onosko, 1991), teachers (Doyle & Ponder, 1977–78; Saye, 1998), and learners (Brush & Saye, 2000, Land, 2000 ).”
A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions (2004, background): “In the process of developing solutions, students may encounter the following difficulties: First, students invariably search their memories for similar problems and experiences that can be mapped onto the problem (Bransford et al., 2000); however, when they have inaccurate or incomplete prior knowle”
Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course (2013, background): “Without external support, it is challenging for students to ask thought-provoking questions, to activate and use their relevant prior knowledge, and to solve problems in a purposeful manner (King 1995; Land 2000).”