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Why Is Externally-Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia?
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Azevedo, Roger; Moos, Daniel C.; Greene, Jeffrey A.; Winters, Fielding I.; Cromley, Jennifer G. – Educational Technology Research and Development, 2008
We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected adolescents' learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students with little prior knowledge of the topic were randomly assigned to either the SRL or ERL…
Descriptors: Prior Learning, Hypermedia, Human Body, Pretests Posttests
Adolescents' Use of Self-Regulatory Processes and Their Relation to Qualitative Mental Model Shifts while Using Hypermedia
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Greene, Jeffrey Alan; Azevedo, Roger – Journal of Educational Computing Research, 2007
This study examined 148 adolescents' use of self-regulated learning (SRL) processes when learning about the circulatory system using hypermedia. We examined participants' verbal protocols to determine the relationship between SRL processes and qualitative shifts in students' mental models from pretest to posttest. Results indicated that…
Descriptors: Adolescents, Middle School Students, High School Students, Self Management
Adaptive Human Scaffolding Facilitates Adolescents' Self-Regulated Learning with Hypermedia
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Azevedo, Roger; Cromley, Jennifer G.; Winters, Fielding I.; Moos, Daniel C.; Greene, Jeffrey A. – Instructional Science: An International Journal of Learning and Cognition, 2005
This study examines the effectiveness of three scaffolding conditions on adolescents' learning about the circulatory system with a hypermedia learning environment. One hundred and eleven adolescents (n = 111) were randomly assigned to one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding (FS), or no scaffolding (NS))…
Descriptors: Scaffolding (Teaching Technique), Adolescents, Self Management, Learning