Search results for author:"Daniel Moos"
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Journal of Educational Multimedia and Hypermedia Vol. 22, No. 1 (February 2013) pp. 39–61
Distinct theoretical perspectives, Cognitive Load Theory and Self-Regulated Learning (SRL) theory, have been used to examine individual differences the challenges faced with hypermedia learning. However, research has tended to use these theories...
Journal of Educational Multimedia and Hypermedia Vol. 19, No. 1 (2010) pp. 59–77
Think-aloud and self-report data from 99 undergraduates were used to consider whether extensive use of self-regulated learning (SRL) with hypermedia results in diminishing benefits. Participants individually used a commercially-based hypermedia...
(2007) pp. 1–176
Think-aloud, pretest, posttest, and self-efficacy data collected from 85 undergraduates were used to examine factors related to learning with hypermedia. Participants, randomly assigned to either the No Scaffolding (NS) condition or Conceptual...
The role of goal structure in undergraduates' use of self-regulatory variables in two hypermedia learning tasks
(2004) pp. 1–139
Think-aloud and posttest data was collected from 64 undergraduates to examine whether they use a different proportion of self-regulated learning (SRL) variables in two related learning tasks about science topics while using a hypermedia environment. ...
The Role of Goal Structure in Undergraduates’ Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks
Journal of Educational Multimedia and Hypermedia Vol. 15, No. 1 (January 2006) pp. 49–86
We collected think-aloud and posttest data from 60 undergraduates to examine whether they used different proportions of self-regulated learning (SRL) variables in two related learning tasks about science topics while using a hypermedia environment....
Journal of Research on Technology in Education Vol. 43, No. 3 (2011) pp. 231–252
Adventure learning has emerged as a promising technology forum that provides students with opportunities to explore real-world issues through authentic learning experiences. Despite these promises, Adventure learning has received little empirical...
Technology, Knowledge and Learning Vol. 21, No. 2 (2016) pp. 225–242
This study examined the effectiveness of embedding self-regulated learning (SRL) prompts in a video designed for the flipped class model. The sample included 32 undergraduate participants who were randomly assigned to one of two conditions: control (...
Exploring the Fluctuation of Motivation and Use of Self-Regulatory Processes during Learning with Hypermedia
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 3 (May 2008) pp. 203–231
We collected think-aloud, pre-test, post-test, and motivation data from 43 undergraduates to examine the impact of conceptual scaffolds on the fluctuation of certain motivation constructs and use of self-regulatory processes during learning with...
Review of Educational Research Vol. 79, No. 2 (2009) pp. 576–600
Although computer-based learning environments (CBLEs) are becoming more prevalent in the classroom, empirical research has demonstrated that some students have difficulty learning with these environments. The motivation construct of computer-self...
New Directions for Teaching and Learning Vol. 126 (2011) pp. 107–115
Self-regulated learning (SRL) skills are enacted dynamically over the course of learning tasks, and the frequency and quality of their use can fluctuate dramatically. Further, students' SRL skills can vary from one academic domain to another and...
Can Students Collaboratively Use Hypermedia to Learn Science? The Dynamics of Self-And Other-Regulatory Processes in an Ecology Classroom
Journal of Educational Computing Research Vol. 31, No. 3 (Jan 01, 2004) pp. 215–245
This classroom study examined the role of low-achieving students' self-regulated learning (SRL) behaviors and their teacher's scaffolding of SRL while using a Web-based water quality simulation environment to learn about ecological systems. Forty...
La misurazione dei processi di regolazione cognitiva e metacognitiva durante lo studio con gli ipermedia
Italian Journal of Educational Technology Vol. 18, No. 1 (Jan 01, 2010) p. 4
L\u2019apprendimento autoregolato rappresenta una modalit di apprendimento di fondamentale importanza quando ci si avvale del supporto di ambienti ipermediali. Obiettivo di questo articolo presentare quattro assunzioni chiave che consentono la...
Measuring Cognitive and Metacognitive Regulatory Processes during Hypermedia Learning: Issues and Challenges
Educational Psychologist Vol. 45, No. 4 (2010) pp. 210–223
Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students' learning. We present several methodological issues related to treating SRL as an...
Why Is Externally-Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia?
Educational Technology Research and Development Vol. 56, No. 1 (February 2008) pp. 45–72
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...
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 5 (November 2005) pp. 381–412
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...
Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia
Computers & Education Vol. 50, No. 3 (April 2008) pp. 1069–1083
Research involving gifted and grade-level students has shown that they display differences in their knowledge of self-regulatory strategies. However, little research exists regarding whether these students differ in their actual use of these...