Search results for author:"Daniel C Moos"
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Computers & Education Vol. 55, No. 4 pp. 1640–1650
Think-aloud and self-report data from 84 undergraduates were used to examine the relationship between intrinsic motivation, extrinsic motivation, and use of self-regulated learning (SRL) processes. Participants individually learned about the...
Setting the stage for the metacognition during hypermedia learning: What motivation constructs matter?
Computers & Education Vol. 70, No. 1 (January 2014) pp. 128–137
Think-aloud and self-report data from 85 undergraduates were used to examine the relationship between motivation constructs and metacognition during hypermedia learning. Participants used hypermedia for 30 min to learn about the circulatory system....
Review of Educational Research Vol. 79, No. 2 (2009) pp. 576–600
Although computer-based learning environments (CBLEs) are becoming more prevalent in the classroom, empirical research has demonstrated that some students have difficulty learning with these environments. The motivation construct of computer-self...
Journal of Research on Technology in Education Vol. 43, No. 3 (2011) pp. 231–252
Adventure learning has emerged as a promising technology forum that provides students with opportunities to explore real-world issues through authentic learning experiences. Despite these promises, Adventure learning has received little empirical...
Technology, Knowledge and Learning Vol. 21, No. 2 (2016) pp. 225–242
This study examined the effectiveness of embedding self-regulated learning (SRL) prompts in a video designed for the flipped class model. The sample included 32 undergraduate participants who were randomly assigned to one of two conditions: control (...
Exploring the Fluctuation of Motivation and Use of Self-Regulatory Processes during Learning with Hypermedia
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 3 (May 2008) pp. 203–231
We collected think-aloud, pre-test, post-test, and motivation data from 43 undergraduates to examine the impact of conceptual scaffolds on the fluctuation of certain motivation constructs and use of self-regulatory processes during learning with...
New Directions for Teaching and Learning Vol. 126 (2011) pp. 107–115
Self-regulated learning (SRL) skills are enacted dynamically over the course of learning tasks, and the frequency and quality of their use can fluctuate dramatically. Further, students' SRL skills can vary from one academic domain to another and...
Can Students Collaboratively Use Hypermedia to Learn Science? The Dynamics of Self-And Other-Regulatory Processes in an Ecology Classroom
Journal of Educational Computing Research Vol. 31, No. 3 (Jan 01, 2004) pp. 215–245
This classroom study examined the role of low-achieving students' self-regulated learning (SRL) behaviors and their teacher's scaffolding of SRL while using a Web-based water quality simulation environment to learn about ecological systems. Forty...
Measuring Cognitive and Metacognitive Regulatory Processes during Hypermedia Learning: Issues and Challenges
Educational Psychologist Vol. 45, No. 4 (2010) pp. 210–223
Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students' learning. We present several methodological issues related to treating SRL as an...
Why Is Externally-Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia?
Educational Technology Research and Development Vol. 56, No. 1 (February 2008) pp. 45–72
We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected adolescents' learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school...
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 5 (November 2005) pp. 381–412
This study examines the effectiveness of three scaffolding conditions on adolescents' learning about the circulatory system with a hypermedia learning environment. One hundred and eleven adolescents (n = 111) were randomly assigned to one of three...
Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia
Computers & Education Vol. 50, No. 3 (April 2008) pp. 1069–1083
Research involving gifted and grade-level students has shown that they display differences in their knowledge of self-regulatory strategies. However, little research exists regarding whether these students differ in their actual use of these...