By Roger Azevedo Ph.D., Vincent Aleven (auth.), Roger Azevedo, Vincent Aleven (eds.)
Education in latest technologically complicated environments makes advanced cognitive calls for on scholars pre-learning, in the course of, and post-learning. no longer strangely, those analytical studying processes--metacognitive processes--have develop into a major concentration of analysis as new studying applied sciences are assessed for effectiveness during this area.Rich in theoretical types and empirical info, the overseas instruction manual of Metacognition and studying applied sciences synthesizes present examine in this serious subject. This interdisciplinary reference delves deeply into part strategies of self-regulated studying (SRL), studying theories and types of metacognition, empirical matters within the examine of SRL, and the increasing position of academic applied sciences in assisting scholars examine. techniques in multimedia, hypermedia, microworlds, and different structures are certain around the domain names, in order that readers in assorted fields can evaluation the theories, information assortment equipment, and conclusions. And for the frontline teacher, members supply confirmed ideas for utilizing applied sciences to profit scholars in any respect degrees. for every know-how coated, the instruction manual: Explains how the know-how fosters scholars' metacognitive or self-regulated learning.Identifies positive aspects designed to check or aid metacognitve/SRL behaviors.Reviews how its particular conception or version addresses inexperienced persons' metacognitive/SRL processes.Provides special findings on its effectiveness towards learning.Discusses its implications for the layout of metacognitive tools.Examines any theoretical, educational, or different challenges.These modern views make the foreign guide of Metacognition and studying applied sciences a source of serious curiosity to execs and researchers in technology and math schooling, school room academics, human source researchers, and commercial and different instructors.
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Additional resources for International Handbook of Metacognition and Learning Technologies
Carlos R. Salas is a third year doctoral student in the Cognitive Psychology program at the University of Illinois at Chicago. His general research interests are in metacognition, epistemological beliefs, and science text comprehension. His recent work has used eye-tracking analyses to examine differences in reading strategies and how they impact comprehension of expository science texts. He has also explored how individual differences in epistemological beliefs influence comprehension and argumentation in science, including how learners selectively attend to and utilize evidence-based arguments versus emotional appeals.
To ensure uniformity across chapters, we asked each contributing author or group of authors to address (as much as possible) the following questions found below. 1. Provide an overview of the context in which a particular learning technology is used to study and foster students’ metacognitive or SRL.
She has a background in Applied Cognitive Psychology and Educational Psychology. Her main research interests focus on cognitive processes underlying learning with multimedia and hypermedia, the use of eye tracking in educational research, as well as learning with visualizations. Since 2009, she coordinates the Special Interest Group 2: Comprehension of Text and Graphics of the European Association of Research in Learning and Instruction (EARLI). Annett Schmeck (nee Schwamborn) is a postdoctoral research scientist at the Department of Instructional Psychology at the University of DuisburgEssen, Germany.
International Handbook of Metacognition and Learning Technologies by Roger Azevedo Ph.D., Vincent Aleven (auth.), Roger Azevedo, Vincent Aleven (eds.)