The authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia. Undergraduate students (N = 131) were randomly assigned to either a training condition or a control condition and used a hypermedia environment to learn about the circulatory system. Students in the SRL group were given a 30-min training session on the use of specific, empirically based SRL variables designed to foster their conceptual understanding; control students received no training. Pretest, posttest, and verbal protocol data were collected from both groups. The SRL condition facilitated the shift in learners' mental models significantly more than did the control condition; verbal protocol data indicated that this was associated with the use of the SRL variables taught during training.
Part I: Foundations and Current Perspectives. Swanson, Harris, Graham, Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities. Hallahan, Mock, A Brief History of the Field of Learning Disabilities. Fletcher, Morris, Lyon, Classification and Definition of Learning Disabilities: An Integrative Perspective. Herr, Bateman, Learning Disabilities and the Law. Kavale, Forness, Learning Disability as a Discipline. Gersten, Baker, English-Language Learners wit...
Contents: Preface. S.A. Stahl, Instructional Models in Reading: An Introduction. D.A. Hayes, Models of Professional Practice in Teacher Thinking. E.J. Kameenui, D.C. Simmoms, D. Chard, S. Dickson, Direct-Instruction Reading. B. Rosenshine, C. Meister, Cognitive Strategy Instruction in Reading. N.A. Madden, R.E. Slavin, B.A. Wasik, L.J. Dolan, Reading, Writing, and Language Arts in Success for All. R.W. Gaskins, I.W. Gaskins, Creating Readers Who Read for Meaning and Love to Read: The Benchmark S...
Last. Diane Seibert(UMD: University of Maryland, College Park)H-Index: 13
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Abstract Is adaptive scaffolding effective in facilitating students’ ability to regulate their learning of complex science topics with hypermedia? We examined the role of different scaffolding instructional interventions in facilitating students’ shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students ( N =51) were randomly assigned to one of three scaffolding conditions (adaptive scaffolding [AS], fixed scaffolding [FS], and no scaffol...
The question of how we learn from hypertext is more complicated than that of how we learn from traditional text. Although all the same elements of character decoding, word recognition, sentence comprehension, and so forth remain the same, a number of features unique to hypertext produce added complexity. It is these features that drive the research of hypertext in education and have shaped our discussion in this chapter. The most basic feature of hypertext, of course, is its nonlinear structure....
#1Roger Azevedo(UMD: University of Maryland, College Park)H-Index: 60
#2John T. Guthrie(UMD: University of Maryland, College Park)H-Index: 66
Last. Diane Seibert(UMD: University of Maryland, College Park)H-Index: 13
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This study examines the role of self-regulated learning (SRL) in facilitating students' shifts to more sophisticated mental models of the circulatory system as indicated by both performance and process data. We began with Winne and colleagues' information processing model of SRL (Winne, 2001; Winne & Hadwin, 1998) and used it to examine how students regulated their own learning when using a hypermedia environment to learn about the circulatory system. Undergraduate students (N = 24) were trained...
#1Richard E. Mayer(UCSB: University of California, Santa Barbara)H-Index: 153
#2Gayle T. Dow(UCSB: University of California, Santa Barbara)H-Index: 8
Last. Sarah Mayer(UCSB: University of California, Santa Barbara)H-Index: 3
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Students learned about electric motors by asking questions and receiving answers from an on-screen pedagogical agent named Dr. Phyz who stood next to an on-screen drawing of an electric motor. Students performed better on a problem-solving transfer test when Dr. Phyz's explanations were presented as narration rather than on-screen text (Experiment 1), when students were able to ask questions and receive answers interactively rather than receive the same information as a noninteractive multimedia...
This study examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students (n=51) were randomly assigned to use of one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding (FS), and no scaffolding (NS))and were trained to use a hypermedia environment to learn about the circulatory system. Pretest, posttest, and verbal protoc...
Abstract Self-regulated learning (SRL) has a predictable and instrumental effect on learning complicated knowledge. This study investigates the role of SRL in acquiring technological pedagogical content knowledge (TPACK), an important aspect of teachers' effective technology use. The present study identified several regulatory procedural patterns used by teachers in the context of their TPACK achievements. A computer-based context, nBrowser, was used to facilitate teachers lesson planning around...
Abstract. Students are often overconfident in educational settings and struggle to differentiate between well-learned and poorly-learned concepts. The present article reviews current research on st...
Last. Samuel Greiff(University of Luxembourg)H-Index: 29
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As technology advances, learning analytics is expanding to include students’ collaboration settings. Despite their increasing application in practice, some types of analytics might not fully capture the comprehensive educational contexts in which students’ collaboration takes place (e.g., when data is collected and processed without predefined models, which forces users to make conclusions without sufficient contextual information). Furthermore, existing definitions and perspectives on collabora...
Last. Peter Gerjets(University of Tübingen)H-Index: 4
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BACKGROUND It is well established that successful learning with multimedia is challenging, especially for younger learners. AIMS It was investigated whether students would profit from instructional support regarding the use of multimedia learning strategies. SAMPLE Participants were high school students in 8th , 9th , and 10th grade (N = 168). METHODS Participants were assigned to a no-support control group or one of four experimental groups. In the experimental groups, students received either ...
#2Junehee Kwon(KSU: Kansas State University)H-Index: 11
This exploratory study evaluates meeting planners’ self-efficacy and self-reported behaviors concerning continuing education through online learning, specifically massive open online courses (MOOC’...
Multitouch experiment instructions (MEIs), implemented as interactive eBooks, are learning tools for pupils that offer various digital support tools and enable pupils to individualize their learnin...
Last. Ann Musgrove(FAU: Florida Atlantic University)H-Index: 3
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Instructional methods in higher education are changing in response to the growing popularity for distance learning courses. Investigating methods of instruction that will assist in the manner that coursework is taught in online courses is therefore a significant enterprise to research. Specifically, examining the relation between theory and practice in programs of teacher education where application is an integral part of the curriculum as well as students’ future career is of utmost importance....
This study applies a time-driven approach to model self-regulated learning (SRL) on the basis of elapsed time metrics in the context of open-ended learning environments (OELEs), specifically, netwo...
Teachers' ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity traces (e.g., bar charts showing correct and incorrect ...