International Handbook of Metacognition and Learning Technologies [electronic resource] /
Azevedo, Roger.editor.
Aleven, Vincent.editor.
Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area. Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning. Identifies features designed to study or support metacognitve/SRL behaviors. Reviews how its specific theory or model addresses learners' metacognitive/SRL processes. Provides detailed findings on its effectiveness toward learning. Discusses its implications for the design of metacognitive tools. Examines any theoretical, instructional, or other challenges. These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.
Description based upon print version of record.
Copyright; Preface; Acknowledgements; About the Authors; Contents; Contributors; 1: Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research; Brief Overview of Chapters in Each Section; Future Directions; Part I: Models and Components of Metacognition; 2: Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring; Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring; Monitoring and Its Place in SRL; Influences of Metacognitive Knowledge on SRL; Influences of Epistemic Beliefs on SRL
Experience Monitoring and Metacomprehension AccuracyMeasures of Monitoring Accuracy; Improving Monitoring Accuracy with a Valid Cues Approach; Instantiating a Relative Accuracy Paradigm; Design Considerations for Texts; Design Considerations for Tests; Design Considerations for Judgments; Supporting Access to Valid Comprehension Cues; Supporting the Selection of Valid Comprehension Cues; Negative Effects of Providing Feedback; Implications for the Design of Learning Technologies; Regulation Is a Process of Making Decisions; Regulation Is a Process of Self-Evaluation; Final Thoughts
References3: Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning; Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning; Theoretical Framework; Web-Based Learning Environments; Self-Regulated Learning; IMPROVE Self-Questioning Prompts; Integrating IMPROVE Self-Questioning Prompts for Students in WBLEs; Discussion of the Studies on the Students' Perspective; Integrating IMPROVE Self-Questioning Prompts for Preservice Teachers in WBLEs; Discussion of Studies from the Teachers' Perspective
General Discussion: Limitations, Implications, and Future ResearchAppendix 1; Appendix 2; References; 4: Adaptation to Context as Core Component of Self-Regulated Learning: The Example of Complexity and Epistemic Beliefs; Theoretical Framework; SRL and Calibration to Complexity; SRL and Epistemic Beliefs; An Illustrative Example: Learning About Genetic Fingerprinting; How Does Our Hypermedia Environment Help Studying SRL?; Material Development and Evaluation; Empirical Results; Calibration with Regard to Complexity; The Influence of Epistemic Beliefs; Challenges and Implications; References
5: Retrieval-Monitoring-Feedback (RMF) Technique for Producing Efficient and Durable Student LearningOverview of Context; Learning Technology: Retrieval-Monitoring-Feedback Technique; Target Audience and Topic Domains; Conceptual Framework: Key Components of Self-Regulated Learning; Detailed Introduction of the RMF Technique; Improving Monitoring of Ongoing Learning; Using Accurate Monitoring to Control Schedules of Retrieval Practice; Challenges and Implications; References
6: Metacognition: A Closed-Loop Model of Biased Competition-Evidence from Neuroscience, Cognition, and Instructional Resear...
Includes bibliographical references and index.
Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area. Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning. Identifies features designed to study or support metacognitve/SRL behaviors. Reviews how its specific theory or model addresses learners' metacognitive/SRL processes. Provides detailed findings on its effectiveness toward learning. Discusses its implications for the design of metacognitive tools. Examines any theoretical, instructional, or other challenges. These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.
Learning.
Instruction.
Artificial intelligence.
Learning & Instruction.
Artificial Intelligence.
Springer international handbooks of education