The Measurement of Learners' Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments
The Measurement of Learners' Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments
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DOI：
10.1080/00461520.2010.515935
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发表时间：
2010-01-01
影响因子：
8.8
通讯作者：
Azevedo, Roger
中科院分区：
文献类型：
--
作者：
Greene, Jeffrey A.;Azevedo, Roger
为了应对不断增长的班级规模和教师带宽问题(Wiley&Edwards，2002)，教育工作者越来越依赖于基于计算机的学习环境(CBLEs)作为教学工具。CBLE包括超文本、超媒体、智能教学系统(ITS)、虚拟世界、模拟和其他使用某种技术来提供教学或教学材料的环境，由于它们能够以一种给予学习者极大控制的方式呈现信息的多种表征，因此可以成为强大的学习工具(Lajoie&Azevedo，2006)。然而，研究表明，不能有效地自我监控自己的学习(Winne&Hadwin，2008；Zimmerman，2000)的CBLE学生比拥有这些技能的同龄人(Azevedo，2005a；Azevedo&Jacobson，2008；Greene&Azevedo，2007；Shapiro&Niederhauser，2004；White&Frederksen，2005)更不可能获得深刻的概念性理解。因此，人们越来越有兴趣研究学生在使用CBLE学习时如何自我调节，以及如何在不自行制定这些行为的学生中培养自我调节学习(SRL)过程。这一期《教育心理学家》特刊的推动力来自我们的观察，即自我报告的学习策略学习方法(例如，学习动机策略问卷；邓肯和麦基奇，2005)正在被将学习动机学习捕捉为动态系列事件的技术所取代
In an attempt to combat ever-increasing class sizes and the teacher bandwidth problem (Wiley & Edwards, 2002), educators are depending more and more upon computerbased learning environments (CBLEs) as pedagogical tools. CBLEs, including hypertext, hypermedia, intelligent tutoring systems (ITS), virtual worlds, simulations, and other environments that use some type of technology to deliver instruction or instructional materials, can be powerful learning tools due to their ability to present multiple representations of information in a manner that affords a great deal of learner control (Lajoie & Azevedo, 2006). However, the research is clear that students who are unable to effectively self-regulate their learning (Winne & Hadwin, 2008; Zimmerman, 2000) with CBLEs are much less likely to acquire deep, conceptual understanding than their peers who have these skills (Azevedo, 2005a; Azevedo & Jacobson, 2008; Greene & Azevedo, 2007; Shapiro, 2008; Shapiro & Niederhauser, 2004; White & Frederiksen, 2005). Therefore, there has been increasing interest in studying how students self-regulate when learning with CBLEs, and how selfregulated learning (SRL) processing can be fostered in students who do not enact these behaviors on their own. The impetus for this special issue of Educational Psychologist came from our observations that self-report methods of measuring SRL (eg, the Motivated Strategies for Learning Questionnaire; Duncan & McKeachie, 2005) are being supplanted by techniques that capture SRL as dynamic series of events