The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia

By Roger Azevedo, J. Guthrie, D. Seibert. 2004

318 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/ee63435802e91fd8dcc56126547b33af794baac0

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In Developmental and Educational Psychology

Citations in the corpus

Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005, result): “Our results indicate, first, that different scaffolding conditions do have different effects on students’ ability to shift to more sophisticated mental models for both the circulatory system and ecology systems (e.g., Azevedo, Guthrie, & Seibert, 2004).”
Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? (2008, methodology): “Because of these many sometimes overwhelming demands, hypermedia environments may be ineffective if learners do not regulate their learning (e.g., Azevedo and Cromley 2004; Azevedo et al. 2004a, b, 2005, Bendixen and Hartley 2003; Greene and Land 2000; Land and Greene 2000; Land and Zembal-Saul 20”
Process mining techniques for analysing patterns and strategies in students’ self-regulated learning (2013, background): “Research has revealed that successful learning corresponds with all of these regulatory activities (e.g., Azevedo et al. 2004; Bannert 2009; Manlove et al. 2007; Moos and Azevedo 2009).”
Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy (2009, methodology): “Research suggests that although CBLEs foster knowledge development in some students (e.g., Jacobson & Archodidou, 2000), other students have difficulty using these learning environments to develop knowledge (e.g., Azevedo , Guthrie, & Seibert, 2004).”
The Role of Reader Characteristics in Processing and Learning From Informational Text (2009, background): “…at higher grade levels and more successful readers at the same grade level divided their attention effectively between comprehension and monitoring (Azevedo et al., 2004; Deegan, 1995; Haas & Flower, 1988), whereas younger and less successful readers tended to monitor less (Azevedo et al., 2004;…”
Predictors for Student Success in an Online Course (2007, background): “Similarly, the relationship between self-regulated learning strategies and success is also stated widely in the distance education literature (i.e., Azevedo et al., 2004; King, Harner, & Brown, 2000; Whipp & Chiarelli, 2004).”
Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? q (2004, methodology): “Classes, descriptions and examples of the variables used to code learners and tutors regulatory behavior (based on Azevedo et al., in press ) Variable Descriptiona”
Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis (2008, background): “Students working collaboratively supported each other in a regulatory manner (De Jong et al. 2005; Winters and Azevedo 2005), but the success of the collaboration depended in part on the ability and prior knowledge levels of the collaborating students (Azevedo et al. 2004c).”
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “…be critical for their instructional practices and the support of students’ SRL. Teachers’ educational trajectories and experiences in SRL guide their future professional competences as agents of SRL and influence their SRL instruction in classrooms (Paris and Winograd, 2003; Gordon et al., 2007).”
Motivation and learning in an online, unmoderated, mathematics workshop for teachers (2011, background): “Additionally, this research has also suggested that working with computer-supported instruction requires an ability to navigate (Scott and Schwartz 2007), appreciation of the relevance of content ( Azevedo et al. 2004 ), and interest (Hsu and Huang 2006; Lawless and Kulikowich 1996).”