| Description |
1 online resource |
| Series |
Springer international handbooks of education ; v. 26 |
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Springer international handbooks of education ; v. 26.
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| Contents |
Part I. Models and Components of Metacognition. Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring / Thomas D. Griffin, Jennifer Wiley, Carlos R. Salas -- Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning / Bracha Kramarski, Tova Michalsky -- Adaptation to Context as Core Component of Self-Regulated Learning: The Example of Complexity and Epistemic Beliefs / Stephanie Pieschl, Elmar Stahl, Rainer Bromme -- Retrieval-Monitoring-Feedback (RMF) Technique for Producing Efficient and Durable Student Learning / Katherine A. Rawson, John Dunlosky -- Metacognition: A Closed-Loop Model of Biased Competition-Evidence from Neuroscience, Cognition, and Instructional Research / Neil H. Schwartz, Brianna M. Scott, Doris Holzberger -- Part IV. Intelligent Tutoring Systems and Tutorial Dialogues Systems. Help Seeking and Intelligent Tutoring Systems: Theoretical Perspectives and a Step Towards Theoretical Integration / Vincent Aleven -- AnimalWatch: An Intelligent Tutoring System for Algebra Readiness / Carole R. Beal -- Open Learner Models as Drivers for Metacognitive Processes / Susan Bull, Judy Kay -- Modeling and Scaffolding Self-Explanation Across Domains and Activities / Cristina Conati -- Towards Improving (Meta)cognition by Adapting to Student Uncertainty in Tutorial Dialogue / Diane Litman, Kate Forbes-Riley -- Making Better Use of Multiple Representations: How Fostering Metacognition Can Help / Alexander Renkl [and others] -- Assessing Students' Problem Solving Ability and Cognitive Regulation with Learning Trajectories / Ron Stevens, Carole R. Beal, Marcia Sprang -- Part V. Multi-agent Systems to Measure and Foster Metacognition and Self-Regulated Learning -- Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems / Roger Azevedo [and others] -- Investigating Self-Regulated Learning in Teachable Agent Environments / John S. Kinnebrew [and others] -- Supporting Self-Regulated Science Learning in Narrative-Centered Learning Environments / James C. Lester [and others] -- A Behavior Change Perspective on Self-Regulated Learning with Teachable Agents / Marily Oppezzo, Daniel L. Schwartz |
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Part II. Assessing and Modeling Metacognitive Knowledge and Skills. Modeling and Studying Gaming the System with Educational Data Mining / Ryan S.J. d. Baker [and others] -- A Two-Tiered Approach to Analyzing Self-Regulated Learning Data to Inform the Design of Hypermedia Learning Environments / Jeffrey A. Greene [and others] -- Hypermedia and Self-Regulation: An Interplay in Both Directions / Maria Opfermann [and others] -- Eye Tracking as a Tool to Study and Enhance Cognitive and Metacognitive Processes in Computer-Based Learning Environments / Tamara van Gog, Halszka Jarodzka -- Assessing Metacognitive Skills in Computerized Learning Environments / Marcel V.J. Veenman -- Part III. Scaffolding Metacognition and Learning with Hypermedia and Hypertext. Scaffolding Hypermedia Learning Through Metacognitive Prompts / Maria Bannert, Christoph Mengelkamp -- Metacognition and the Use of Tools / Geraldine Clarebout [and others] -- Using Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts / Nada Dabbagh, Anastasia Kitsantas -- Designing Learning Technologies to Support Self-Regulation During Ill-Structured Problem-Solving Processes / Xun Ge -- Technology-Rich Tools to Support Self-Regulated Learning and Performance in Medicine / Susanne P. Lajoie [and others] -- Challenges of Investigating Metacognitive Tool Use and Effects in (Rich) Web-Based Learning Environments / Susanne Narciss, Hermann Koerndle, Antje Proske -- Analyzing Navigation Patterns to Scaffold Metacognition in Hypertext Systems / Sadhana Puntambekar, Sarah A. Sullivan, Roland Hübscher -- Development of Task Understanding and Monitoring in Information Retrieval Environments: Demystifying Metacognitive and Self-Regulatory Mechanisms in Graduate Learners Using Topic Maps Indexing Technologies to Improve Essay-Writing Skills / Vivek Venkatesh [and others] -- nStudy: Tracing and Supporting Self-Regulated Learning in the Internet / Philip H. Winne, Allyson F. Hadwin |
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Part IV. Intelligent Tutoring Systems and Tutorial Dialogues Systems. Help Seeking and Intelligent Tutoring Systems: Theoretical Perspectives and a Step Towards Theoretical Integration / Vincent Aleven -- AnimalWatch: An Intelligent Tutoring System for Algebra Readiness / Carole R. Beal -- Open Learner Models as Drivers for Metacognitive Processes / Susan Bull, Judy Kay -- Modeling and Scaffolding Self-Explanation Across Domains and Activities / Cristina Conati -- Towards Improving (Meta)cognition by Adapting to Student Uncertainty in Tutorial Dialogue / Diane Litman, Kate Forbes-Riley -- Making Better Use of Multiple Representations: How Fostering Metacognition Can Help / Alexander Renkl [and others] -- Assessing Students' Problem Solving Ability and Cognitive Regulation with Learning Trajectories / Ron Stevens, Carole R. Beal, Marcia Sprang -- Part V. Multi-agent Systems to Measure and Foster Metacognition and Self-Regulated Learning -- Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems / Roger Azevedo [and others] -- Investigating Self-Regulated Learning in Teachable Agent Environments / John S. Kinnebrew [and others] -- Supporting Self-Regulated Science Learning in Narrative-Centered Learning Environments / James C. Lester [and others] -- A Behavior Change Perspective on Self-Regulated Learning with Teachable Agents / Marily Oppezzo, Daniel L. Schwartz |
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Part VI. Individual and Collaborative Learning in Classroom Settings. Electronic Portfolio Encouraging Active and Reflective Learning / Philip C. Abrami [and others] -- Overcoming Deceptive Clarity by Encouraging Metacognition in the Web-Based Inquiry Science Environment / Jennifer L. Chiu, Jennifer King Chen, Marcia C. Linn -- Investigating Text-Reader Interactions in the Context of Supported etext / Bridget Dalton, Annemarie Sullivan Palincsar -- Learning Functional Models of Aquaria: The ACT Project on Ecosystem Learning in Middle School Science / Ashok K. Goel [and others] -- Dynamic Computerized Scaffolding of Metacognitive Activities in Small Groups / Inge Molenaar, Carla van Boxtel, Peter Sleegers -- Metacognitive Knowledge About and Metacognitive Regulation of Strategy Use in Self-Regulated Scientific Discovery Learning: New Methods of Assessment in Computer-Based Learning Environments / Hubertina Thillmann, Jill Gößling, Jessica Marschner -- Model-Based Diagnosis for Regulative Support in Inquiry Learning / Wouter van Joolingen, Ton de Jong -- Research on Self-Regulated Learning in Technology Enhanced Learning Environments: Two Examples from Europe / Roberto Carneiro, Karl Steffens -- Self-Observation and Shared Reflection to Improve Pronunciation in L2 / Giuliana Dettori, Valentina Lupi |
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Part VII. Motivation and Affect: Key Processes in Metacognition and Self-Regulated Learning. Fine-Grained Assessment of Motivation over Long Periods of Learning with an Intelligent Tutoring System: Methodology, Advantages, and Preliminary Results / Matthew L. Bernacki, Timothy J. Nokes-Malach, Vincent Aleven -- Affective Learning Companions and the Adoption of Metacognitive Strategies / Winslow Burleson -- How Mastery and Performance Goals Influence Learners' Metacognitive Help-Seeking Behaviours When Using Ecolab II / Amanda Carr (nee Harris) [and others] -- Affect, Meta-affect, and Affect Regulation During Complex Learning / Sidney K. D'Mello [and others] -- Self-Regulated Learning with Hypermedia: Bringing Motivation into the Conversation / Daniel C. Moos, Christopher A. Stewart -- The Role of Motivation in Knowledge Acquisition / Regina Vollmeyer, Falko Rheinberg |
| Summary |
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 |
| Analysis |
Education |
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Artificial intelligence |
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Learning & Instruction |
| Notes |
Includes index |
| Bibliography |
Includes bibliographical references and index |
| In |
Springer eBooks |
| Subject |
Metacognition -- Handbooks, manuals, etc
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Educational technology -- Handbooks, manuals, etc
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Artificial intelligence.
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Artificial Intelligence
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artificial intelligence.
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EDUCATION -- Essays.
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EDUCATION -- Organizations & Institutions.
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EDUCATION -- Reference.
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Droit.
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Sciences sociales.
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Sciences humaines.
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Educational technology
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Metacognition
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| Genre/Form |
handbooks.
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Handbooks and manuals
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Handbooks and manuals.
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Guides et manuels.
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| Form |
Electronic book
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| Author |
Azevedo, Roger, 1966-
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Aleven, Vincent A. W. M. M.
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| ISBN |
9781441955463 |
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1441955461 |
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1441955453 |
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9781441955456 |
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