Does training on self-regulated learning facilitate students' learning with hypermedia?
Does training on self-regulated learning facilitate students' learning with hypermedia?
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DOI：
10.1037/0022-0663.96.3.523
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发表时间：
2004-09-01
影响因子：
4.9
通讯作者：
Cromley, JG
中科院分区：
文献类型：
--
作者：
Azevedo, R;Cromley, JG
作者考察了自我调节学习（SRL）训练在促进大学生使用超媒体学习中的有效性。本科生（N = 131）被随机分配到训练条件或控制条件，并使用超媒体环境来学习循环系统。SRL组的学生接受了30分钟的训练，学习如何使用特定的、基于经验的SRL变量，以促进他们对概念的理解；对照组的学生没有接受任何培训。收集两组的前测、后测和口头协议数据。SRL条件对学习者心理模式转变的促进作用显著高于对照条件；口头协议数据表明，这与训练期间教授的SRL变量的使用有关。
The authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia. Undergraduate students (N = 131) were randomly assigned to either a training condition or a control condition and used a hypermedia environment to learn about the circulatory system. Students in the SRL group were given a 30-min training session on the use of specific, empirically based SRL variables designed to foster their conceptual understanding; control students received no training. Pretest, posttest, and verbal protocol data were collected from both groups. The SRL condition facilitated the shift in learners' mental models significantly more than did the control condition; verbal protocol data indicated that this was associated with the use of the SRL variables taught during training.