Self-regulated learning with hypermedia : The role of prior domain knowledge q

@inproceedings{Moos2008SelfregulatedLW,
  title={Self-regulated learning with hypermedia : The role of prior domain knowledge q},
  author={Daniel C. Moos and Roger Azevedo},
  year={2008}
}
Think-aloud and pre-test data were collected from 49 undergraduates with varying levels of prior domain knowledge to examine the relationship between prior domain knowledge and self-regulated learning with hypermedia. During the experimental session, each participant individually completed a pretest on the circulatory system, and then one 40-min hypermedia learning task during which he or she learned about the circulatory system. Think-aloud data were collected during the 40-min learning task… CONTINUE READING
Highly Cited
This paper has 87 citations. REVIEW CITATIONS

From This Paper

Figures, tables, and topics from this paper.
51 Citations
88 References
Similar Papers

Citations

Publications citing this paper.
Showing 1-10 of 51 extracted citations

88 Citations

01020'09'11'13'15'17
Citations per Year
Semantic Scholar estimates that this publication has 88 citations based on the available data.

See our FAQ for additional information.

References

Publications referenced by this paper.
Showing 1-10 of 88 references

Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia

  • R. Azevedo, J. G. Cromley, F. I. Winters, D. C. Moos, J. A. Greene
  • Instructional Science,
  • 2005
Highly Influential
7 Excerpts

Computer environments as metacognitive tools for enhancing learning

  • R. Azevedo
  • Educational Psychologist,
  • 2005
Highly Influential
8 Excerpts

Does training on self-regulated learning facilitate students’ learning with hypermedia

  • R. Azevedo, J. G. Cromley
  • Journal of Educational Psychology
  • 2004
Highly Influential
5 Excerpts

Self-regulated learning viewed from models of information processing

  • P. H. Winne
  • 2001
Highly Influential
9 Excerpts

A further note on tests of significance in factor analysis

  • M. S. Bartlett
  • The British Journal of Psychology,
  • 1951
Highly Influential
3 Excerpts

The role of goal structure in undergraduates

  • D. C. Moos, R. Azevedo
  • 2006
Highly Influential
5 Excerpts

The role of goal structure in undergraduates ’ use of self - regulatory variables in two hypermedia learning tasks

  • D. C. Moos, R. Azevedo
  • Journal of Educational Multimedia and Hypermedia
  • 2006
Highly Influential
5 Excerpts

Key issues in modeling and applying research on self-regulated learning

  • P. H. Winne
  • Applied Psychology: An International Review,
  • 2005
Highly Influential
4 Excerpts

Similar Papers

Loading similar papers…