Search results for author:"Douglas F. Kauffman"
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Self-Regulated Learning in Web-Based Environments: Instructional Tools Designed to Facilitate Cognitive Strategy Use, Metacognitive Processing, and Motivational Beliefs
Journal of Educational Computing Research Vol. 30, No. 1 (Jan 01, 2004) pp. 139–161
This study investigated strategies teachers can use to improve students' use of self-regulated learning strategies in a Web-based setting. SRL is defined as a learner's intentional efforts to manage and direct complex learning activities and is...
Self-regulated learning in Web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs
Self@-regulated@learning in Web@-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational@beliefs (2001) pp. 1–180
This study investigated self-regulated learning in a web-based setting. SRL is defined as a learner's intentional efforts to manage and direct complex learning activities and is composed of three primary components including cognitive strategy use,...
What Makes a Matrix so Effective? An Empirical Test of the Relative Benefits of Signaling, Extraction, and Localization
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 6 (November 2010) pp. 679–705
What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling, extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 x...
Contemporary Educational Psychology Vol. 37, No. 2 (April 2012) pp. 128–135
This study investigated how best to study a matrix. Fifty-three participants studied a matrix topically (1 column at a time), categorically (1 row at a time), or in a unified way (all at once). Results revealed that categorical and unified study...
Effects of Online Note Taking Formats and Self-Monitoring Prompts on Learning from Online Text: Using Technology to Enhance Self-Regulated Learning
Contemporary Educational Psychology Vol. 36, No. 4 (October 2011) pp. 313–322
This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning environment. In experiment 1 30 students collected notes from ...
Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students
Journal of Educational Computing Research Vol. 38, No. 2 (2008) pp. 115–137
This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we...
Instructional Science: An International Journal of the Learning Sciences Vol. 27, No. 5 (1999) pp. 373–401
Describes three experiments with college students that compared the learning potential of text, outline, and matrix displays. Explains the theoretical framework, reviews related research, and discusses results that show matrix displays produced...
Journal of Research on Computing in Education Vol. 33, No. 5 (2001)
Results of this study indicate that enhancing motivation-building and personal-investment content in teacher communications with students increases at-risk student engagement in Web-based courses. Advantages of motivation-building enhancements over...