La misurazione dei processi di regolazione cognitiva e metacognitiva durante lo studio con gli ipermedia

Barra laterale dell'articolo

Illustarazione di copertina di Francesco Gallo
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Pubblicato: Jan 1, 2010
DOI: https://doi.org/10.17471/2499-4324/286
Parole chiave:
Tecnologie didattiche, Tecnologie per l'apprendimento, Metacognizione e ambienti per l'apprendimento, apprendimento auto-regolato, ambienti ipermediali, processi cognitivi e metacognitivi

Contenuto principale dell'articolo

Roger Azevedo
University of Memphis, Memphis
Amber D. Chauncey
University of Memphis, Memphis
Amy M. Johnson
University of Memphis, Memphis
Daniel C. Moos
Gustavus Adolphus College, St. Peter, Minnesota

Abstract

L’apprendimento autoregolato rappresenta una modalità di apprendimento di fondamentale importanza quando ci si avvale del supporto di ambienti ipermediali. Obiettivo di questo articolo è presentare quattro assunzioni chiave che consentono la misurazione dei processi cognitivi e metacognitivi attivati durante l’apprendimento tramite ipermedia. Innanzi tutto, assumiamo che sia possibile individuare, tracciare, modellare e favorire processi di apprendimento auto-regolato durante lo studio con gli ipermedia. La seconda assunzione si focalizza sul comprendere come la complessità dei processi regolatori che avvengono durante l’apprendimento mediato da sistemi ipermediali sia importante per determinare il perché alcuni processi vengono messi in atto durante l’esecuzione di un compito. Le terza assunzione è relativa al considerare che l’utilizzo di processi di apprendimento auto-regolato possa dinamicamente cambiare nel tempo e che tali processi sono di natura ciclica (influenzati dalle condizioni interne ed esterne e da meccanismi di feedback). Infine, l’identificazione, raccolta e classificazione dei processi di apprendimento autoregolato utilizzati durante lo studio con sistemi ipermediali, può risultare un compito alquanto difficoltoso.

Dettagli dell'articolo

Fascicolo
V. 18 N. 1 (2010): TD49 - Metacognizione e ambienti per l'apprendimento
Sezione
Articoli - Numero speciale

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Biografie autore

Roger Azevedo, University of Memphis, Memphis

Department of Psychology, Institute for Intelligent Systems

Amber D. Chauncey, University of Memphis, Memphis

Department of Psychology, Institute for Intelligent Systems

Amy M. Johnson, University of Memphis, Memphis

Department of Psychology, Institute for Intelligent Systems

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