The measurement of cognitive and metacognitive control processes during the study with the hypermedia
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Jan 1, 2010
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Abstract
Self-regulated learning is of paramount importance when learning with hypermedia learning environments. The goal of this paper is to present four key assumptions regarding the measurement of cognitive and metacognitive regulatory processes used during learning with hypermedia. First, we assume it is possible to detect, trace, model, and foster SRL processes during learning with hypermedia. Second, understanding the complex nature of the regulatory processes during learning with hypermedia is critical in determining why certain processes are used throughout a learning task. Third, it is assumed that the use of SRL processes can dynamically change over time and that they are cyclical in nature (influenced by internal and external conditions and feedback mechanisms). Fourth, capturing, identifying, and classifying SRL processes used during learning with hypermedia is a rather challenging task.
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References
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Azevedo R., Moos D.C., Greene J.A., Winters F.I., Cromley J.C. (2008). Why is externally regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research & Development, 56(1), pp. 45-72.
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Biswas G., Leelawong K., Schwartz D., TAGV (2005). Learning by teaching: A new agent paradigm for educational software. Applied Artificial Intelligence, 19, pp. 363-392.
Boekaerts M., Pintrich P., Zeidner M. (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
Dunlosky J., Serra M.J., Baker, J.M.C. (2007). Metamemory. In F.T. Durso, R.S. Nickerson, S.T. Dumais, S. Lewandowsky, T.J. Perfect (eds.).
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Schraw G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning, 4, pp. 33–45.
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Schunk D. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), pp. 85-94.
Van Overschelde J. (2008). Metacognition: knowing about knowing. Measurement of relative metamnemonic accuracy. In J. Dunlosky, R. Bjork (eds.), Handbook of metamemory and memory. NY: Taylor and Francis, pp. 47-71.
Veenman M. (2007). The assessment and instruction of self-regulation in computer-based environments: a discussion. Metacognition and Learning, 2, pp. 177–183.
Winne P. H. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman, D. Schunk (eds.). Selfregulated learning and academic achievement: Theoretical perspectives. Mahwah, NJ: Erlbaum, pp. 153–189.
Winne P. (2005). Key issues on modeling and applying research on selfregulated learning. Applied Psychology: An International Review, 54(2), pp. 232–238.
Winne P., Hadwin A. (1998). Studying as self-regulated learning. In D.J. Hacker, J. Dunlosky, A. Graesser (eds.). Metacognition in educational theory and practice. Hillsdale, NJ: Erlbaum, pp. 277-304.
Winne P., Hadwin A. (2008). The weave of motivation and self-regulated learning. In D. Schunk, B. Zimmerman (eds.). Motivation and selfregulated learning: Theory, research, and applications. Mahwah, NJ: Erlbaum, pp. 297–314.
Winne P. H., Nesbit J. C. (2009). Supporting self-regulated learning with cognitive tools. In D. J. Hacker, J. Dunlosky, A. C. Graesser (eds.). Handbook of metacognition in education. New York: Routledge, pp. 259-277.
Winne P.H., Perry N.E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, M. Zeidner (eds.), Handbook of self-regulation. San Diego, CA: Academic Press, pp. 531–566.
Witherspoon A., Azevedo R., D’Mello S. (2008). The dynamics of selfregulatory processes within self- and externally-regulated learning episodes. In B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (eds.). Proceedings of the International Conference on Intelligent Tutoring Systems: Lecture Notes in Computer Science (LNCS 5091). Berlin: Springer, pp. 260–269.
Zimmerman B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), pp. 329–339.
Zimmerman B. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In B. Zimmerman D. Schunk (eds.). Self-regulated learning and academic achievement: Theoretical perspectives. Mahwah, NJ: Erlbaum, pp. 1–37.
Zimmerman B. (2006). Development and adaptation of expertise: the role of self-regulatory processes and beliefs. In K. Ericsson N., Charness P., Feltovich, R. Hoffman (eds.). The Cambridge handbook of expertise and expert performance. New York: Cambridge University Press, pp. 705–722.
Zimmerman B. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), pp. 166–183.
Zimmerman B., Schunk D. (2001). Self-regulated learning and academic achievement (2nd ed.). Mawah, NJ: Erlbaum.
Azevedo R. (2005). Computers as metacognitive tools for enhancing learning. Educational Psychologist, 40(4), pp. 193-197.
Azevedo R. (2007). Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: An introduction. Metacognition and Learning, 2(2/3), pp. 57-66.
Azevedo R. (2008). The role of self-regulation in learning about science with hypermedia. In D. Robinson, G. Schraw (eds.), Recent innovations in educational technology that facilitate student learning. Charlotte, NC: Information Age Publishing, pp. 127-156.
Azevedo R. (2009). Theoretical, methodological, and analytical challenges in the research on metacognition and self-regulation: a commentary. Metacognition and Learning, 4(1), pp. 87-95.
Azevedo R., Witherspoon A. M. (2009). Self-regulated use of hypermedia. In D.J. Hacker, J. Dunlosky, A. C. Graesser (eds.), Handbook of metacognition in education. Mahwah, NJ: Erlbaum, pp. 319-339.
Azevedo R., Witherspoon A. M., Graesser A., McNamara D., Rus V., Cai Z., Lintean M., Siler E. (2008). MetaTutor: An adaptive hypermedia system for training and fostering self-regulated learning about complex science topics. Symposium on ITSs with Agents at the Annual Meeting of the Society for Computers in Psychology, Chicago.
Azevedo R., Moos D.C., Greene J.A., Winters F.I., Cromley J.C. (2008). Why is externally regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research & Development, 56(1), pp. 45-72.
Bandura A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Benjamin A., Diaz M. (2008). Measurement of relative metamnemonic accuracy. In J. Dunlosky, R. Bjork (eds.), Handbook of metamemory and memory. NY: Taylor and Francis, pp. 73-94.
Biswas G., Leelawong K., Schwartz D., TAGV (2005). Learning by teaching: A new agent paradigm for educational software. Applied Artificial Intelligence, 19, pp. 363-392.
Boekaerts M., Pintrich P., Zeidner M. (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
Dunlosky J., Serra M.J., Baker, J.M.C. (2007). Metamemory. In F.T. Durso, R.S. Nickerson, S.T. Dumais, S. Lewandowsky, T.J. Perfect (eds.).
Handbook of applied cognition (2nd ed.). Hoboken, NJ: Wiley, pp. 137–160. Ericsson K.A., Simon H.A. (1993). Protocol analysis: Verbal reports as data (rev. ed.). Cambridge, MA, US: The MIT Press.
Ericsson K.A. (2006). Protocol analysis and expert thought: Concurrent verbalizations of thinking during experts’ performance on representative tasks. The Cambridge handbook of expertise and expert performance. Cambridge, MA: Cambridge University Press, pp. 223-242.
Graesser A. C., Hu X., McNamara D. (2005). Computerized learning environments that incorporate research in discourse psychology, cognitive science, and computational linguistics. In A. Healy (ed.). Experimental cognitive psychology and its applications. Washington, DC: American Psychological Association, pp. 183-194.
Greene A., Azevedo R. (2007). Adolescents’ use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research, 36, pp. 125-148.
Greene J.A., Azevedo R. (2009). A Macro-Level Analysis of SRL Processes and Their Relations to the Acquisition of a Sophisticated Mental Model of a Complex System. Contemporary Educational Psychology, 34(1), pp. 18-29.
Hadwin A. F., Winne P. H., Nesbit J. C. (2005). Annual review: Roles for software technologies in advancing research and theory in educational psychology. British Journal of Educational Psychology, 75, pp. 1-24.
Manlove S., Lazonder A., de Jong T. (2007). Software scaffolds to promote regulation during scientific inquiry learning. Metacognition and Learning, 2(2/3), pp. 141–155.
Moos D.C., Azevedo R. (2008). Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia. Instructional Science, 36, pp. 203-231.
Moos D.C., Azevedo R. (2009). Learning with computer-based learning environments: A literature review of computer self-efficacy. Review of Educational Research, 79(2), pp. 576 – 600.
Newell A., Simon H. A. (1972). Human Problem Solving. Englewood Cliffs, NJ: Prentice-Hall.
Pieschl S. (2009). Metacognitive calibration - an extended conceptualization and potential applications. Metacognition and Learning, 4(1), pp. 3–31.
Pintrich P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, M. Zeidner (eds). Handbook of selfregulation. San Diego, CA: Academic Press, pp. 451–502.
Rus V., Lintean M., Azevedo R. (2009). Automatic detection of student models during prior knowledge activation with MetaTutor. In T. Barnes, M. Desmarais, C. Romero, S. Ventura (eds). Proceeding of the 2nd International Conference On Educational Data Mining (EDM 2009, Córdoba, Spain, 1-3 luglio 2009). Cordoba: Universidad de Córdoba, pp. 161-170. URL: http://www.educationaldatamining.org/EDM2009/uploads/proceedings/edm-proceedings-2009.pdf (ultima consultazione 12/05/2010).
Schraw G. (2006). Knowledge: structures and processes. In P. Alexander, P. Winne (eds.). Handbook of educational psychology. Mahwah, NJ: Erlbaum, pp. 245–263.
Schraw G. (2007). The use of computer-based environments for understanding and improving self-regulation. Metacognition and Learning, 2, pp. 169–176.
Schraw G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning, 4, pp. 33–45.
Schraw G., Moshman D. (2005). Metacognitive Theories. Educational Psychology Review, 7(4), pp. 351–371.
Schunk D. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), pp. 85-94.
Van Overschelde J. (2008). Metacognition: knowing about knowing. Measurement of relative metamnemonic accuracy. In J. Dunlosky, R. Bjork (eds.), Handbook of metamemory and memory. NY: Taylor and Francis, pp. 47-71.
Veenman M. (2007). The assessment and instruction of self-regulation in computer-based environments: a discussion. Metacognition and Learning, 2, pp. 177–183.
Winne P. H. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman, D. Schunk (eds.). Selfregulated learning and academic achievement: Theoretical perspectives. Mahwah, NJ: Erlbaum, pp. 153–189.
Winne P. (2005). Key issues on modeling and applying research on selfregulated learning. Applied Psychology: An International Review, 54(2), pp. 232–238.
Winne P., Hadwin A. (1998). Studying as self-regulated learning. In D.J. Hacker, J. Dunlosky, A. Graesser (eds.). Metacognition in educational theory and practice. Hillsdale, NJ: Erlbaum, pp. 277-304.
Winne P., Hadwin A. (2008). The weave of motivation and self-regulated learning. In D. Schunk, B. Zimmerman (eds.). Motivation and selfregulated learning: Theory, research, and applications. Mahwah, NJ: Erlbaum, pp. 297–314.
Winne P. H., Nesbit J. C. (2009). Supporting self-regulated learning with cognitive tools. In D. J. Hacker, J. Dunlosky, A. C. Graesser (eds.). Handbook of metacognition in education. New York: Routledge, pp. 259-277.
Winne P.H., Perry N.E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, M. Zeidner (eds.), Handbook of self-regulation. San Diego, CA: Academic Press, pp. 531–566.
Witherspoon A., Azevedo R., D’Mello S. (2008). The dynamics of selfregulatory processes within self- and externally-regulated learning episodes. In B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (eds.). Proceedings of the International Conference on Intelligent Tutoring Systems: Lecture Notes in Computer Science (LNCS 5091). Berlin: Springer, pp. 260–269.
Zimmerman B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), pp. 329–339.
Zimmerman B. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In B. Zimmerman D. Schunk (eds.). Self-regulated learning and academic achievement: Theoretical perspectives. Mahwah, NJ: Erlbaum, pp. 1–37.
Zimmerman B. (2006). Development and adaptation of expertise: the role of self-regulatory processes and beliefs. In K. Ericsson N., Charness P., Feltovich, R. Hoffman (eds.). The Cambridge handbook of expertise and expert performance. New York: Cambridge University Press, pp. 705–722.
Zimmerman B. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), pp. 166–183.
Zimmerman B., Schunk D. (2001). Self-regulated learning and academic achievement (2nd ed.). Mawah, NJ: Erlbaum.