Cited by 380Innovative Teaching and Learning MethodsVisual and Cognitive Learning ProcessesIntelligent Tutoring Systems and Adaptive Learning

The DOI matches its Crossref record; 64 of the 65 references it cites were found in a registry or an index.

Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?

Azevedo, Roger, Moos, Daniel C., Greene, Jeffrey A., Winters, Fielding I., Cromley, Jennifer G.·2008·Educational Technology Research and Development

DOI 10.1007/s11423-007-9067-0

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1007/s11423-007-9067-0

Cites

64 of 64 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Multivariate Data Analysis.
Herne, H., Cooley, W. W., & Lohnes, P. R. (1973) · Journal of the Royal Statistical Society Series A (General) · doi:10.2307/2344428 · Cited by 35,801
Multivariate Data Analysis
Einax, J. W., Zwanziger, H. W., & Geiß, S. (1997) · Wiley eBooks · doi:10.1002/352760216x.ch5 · Cited by 18,779
THE ROLE OF TUTORING IN PROBLEM SOLVING *
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · cited 1×
“Our definition of scaffolding is similar to the original conception of scaffolding proposed by Wood et al. (1976) .”
Result
Attaining Self-Regulation
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
The Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173
Handbook of Self-Regulation
(2000) · Elsevier eBooks · doi:10.1016/b978-0-12-109890-2.x5027-6 · Cited by 4,453
Book Review: Protocol Analysis: Verbal Reports as Data
Venkatesan, M., Ericsson, K. A., & Simon, H. A. (1986) · Journal of Marketing Research · doi:10.2307/3151491 · Cited by 4,364
Protocol Analysis: Verbal Reports as Data
Ericsson, K. A., & Simon, H. A. (1993) · doi:10.7551/mitpress/5657.001.0001 · Cited by 3,537
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Handbook of Educational Psychology
Berliner, D. C., & Calfee, R. C. (2013) · Routledge eBooks · doi:10.4324/9780203053874 · Cited by 3,212

Show all 65 references

Research works printed but not linked: 4

Azevedo, R. (in press). The role of self-regulation in learning about science with hypermedia. In D. Robinson & G. Schraw (Eds.), Current perspectives on cognition, learning, and instruction.
Graesser, A. C., Bowers, C. A., Hacker, D. J., & Person, N. K. (1997). An anatomy of naturalistic tutoring. In K. Hogan & M. Pressley (Eds.), Effective scaffolding of instruction. Brookline Books.
Jacobson, M. (in press). From non-adaptive to adaptive educational hypermedia: Theory, research, and design issues.
Zimmerman, B., & Schunk, D. (2001). Self-regulated learning and academic achievement (2nd ed.). Mawah, NJ: Erlbaum.

Sorted by citations

The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems
VanLEHN, K. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.611369 · Cited by 2,323
Handbook of Self-Regulation of Learning and Performance
(2017) · Routledge eBooks · doi:10.4324/9781315697048 · Cited by 1,977
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017) · Computers & Education · doi:10.1016/j.compedu.2016.10.001 · Cited by 1,003
Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success
Gašević, D., Dawson, S., Rogers, T., & Gašević, D. (2015) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.10.002 · Cited by 767
Impact of AI assistance on student agency
Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., & Siemens, G. (2024) · Computers & Education · doi:10.1016/j.compedu.2023.104967 · Cited by 548
“…learning (Ga ˇ sevi ´ c, Adesope, Joksimovi ´ c, & Kovanovi ´ c, 2015; Ga ˇ sevi ´ c, Mirriahi, Dawson, & Joksimovi ´ c, 2017), a self-monitoring checklist was incorporated to scaffold an essential SRL process of activating prior knowledge (Azevedo, Moos, Greene, Winters, & Cromley, 2008).”
MethodResult
Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice
Kim, M. C., & Hannafin, M. J. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.08.024 · Cited by 533
A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system
Greene, J. A., & Azevedo, R. (2008) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2008.05.006 · Cited by 394
Self-citation
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?
Blau, I., Shamir‐Inbal, T., & Avdiel, O. (2019) · The Internet and Higher Education · doi:10.1016/j.iheduc.2019.100722 · Cited by 390
“Previous studies indicate di ﬃ culties in regulating learning in digital environments (Azevedo & Jacobson, 2008; Azevedo, Moos, Greene, Winters, & Cromley, 2008).”
Background
Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course
Cho, M.-H., & Heron, M. L. (2015) · Distance Education · doi:10.1080/01587919.2015.1019963 · Cited by 363
“Considering that skillful self-regulated learners (a) performed better than less skillful students, (b) demonstrated higher self-efficacy and task value, and (c) controlled negative emotions in learning (Abar & Loken, 2010; Artino, 2007; Azevedo et al., 2008; Boekaerts & Corno, 2005; Kuo et al., 2014; Pekrun et al., 2…”
BackgroundResult
The Multimedia Principle
Butcher, K. R. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.010 · Cited by 331
The role of self-regulated learning in students' success in flipped undergraduate math courses
Sun, Z., Xie, K., & Anderman, L. H. (2017) · The Internet and Higher Education · doi:10.1016/j.iheduc.2017.09.003 · Cited by 357
Self-regulation theory: Applications to medical education: AMEE Guide No. 58
Sandars, J. E., & Cleary, T. J. (2011) · Medical Teacher · doi:10.3109/0142159x.2011.595434 · Cited by 311
“For example, a short training module on how to use self-regulation processes prior to engaging in online learning (Azevedo & Cromley 2004) or the use of a trained facilitator to develop self-regulation skills of online learners whilst participating in a module has been shown to impact learning (Azevedo et al. 2008).”
Background
Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics
Hwang, G., Wang, S., & Lai, C. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.104031 · Cited by 283
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning
Kostons, D. D. N. M., van Gog, T., & PAAS, F. G. W. C. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.08.004 · Cited by 298
“…(e.g., Corbalan et al., 2008; Schnackenberg & Sullivan, 2000), but has detrimental effects on learning outcomes when compared to teacher or computer controlled fixed or personalized instruction (see e.g., Azevedo et al., 2008; Lawless & Brown, 1997; Niemiec et al., 1996; Williams, 1996).”
BackgroundInfluential
Teacher beliefs, knowledge, and practice of self-regulated learning
Spruce, R., & Bol, L. (2014) · Metacognition and Learning · doi:10.1007/s11409-014-9124-0 · Cited by 315
Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.
Zimmerman, B. J., & Martinez-Pons, M. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.51 · Cited by 1,825
Scaffolding information problem solving in web-based collaborative inquiry learning
Raes, A., Schellens, T., Wever, B. D., & Vanderhoven, E. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.11.010 · Cited by 235
“Further research can make use of thinking aloud protocols (Azevedo et al., 2008), log file recording (Perry & Winne, 2006), and/or eye-movement methods (Nüssli, Jermann, Sangin, & Dillenbourg, 2009) in order to find out in more detail how students actually perform the metacognitive and strategic…”
BackgroundMethod
Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System
Azevedo, R., Bouchet, F., Duffy, M. C., Harley, J. M., Taub, M., Trevors, G., Cloude, E. B., Dever, D. A., Wiedbusch, M. D., Wortha, F., et al. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.813632 · Cited by 293
Self-citation
Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation
Blau, I., & Shamir‐Inbal, T. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.07.014 · Cited by 227
Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review
Anthonysamy, L., Koo, A. C., & Hew, S.-H. (2020) · Education and Information Technologies · doi:10.1007/s10639-020-10134-2 · Cited by 277
Classroom assessment as the co-regulation of learning
Andrade, H., & Brookhart, S. M. (2019) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2019.1571992 · Cited by 274
Challenges in supporting self-regulation in distance education environments
Bol, L., & Garner, J. (2011) · Journal of Computing in Higher Education · doi:10.1007/s12528-011-9046-7 · Cited by 205
“Some have argued that the demands in distance education settings are greater than those faced by students enrolled in traditional face-to-face courses due to the largely autonomous nature of on-line learning and the lack of on-going, interactive support or scaffolding that a physically present instructor typically pro…”
Background
Four case studies, six years later: Developing system thinking skills in junior high school and sustaining them over time
Assaraf, O. B., & Orion, N. (2010) · Journal of Research in Science Teaching · doi:10.1002/tea.20383 · Cited by 184
Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance
Shyr, W., & Chen, C. (2017) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12213 · Cited by 208
Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning
Lee, S. W., & Tsai, C. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.11.016 · Cited by 194
Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015
Yoon, S. A., Goh, S.-E., & Park, M.-Y. (2017) · Review of Educational Research · doi:10.3102/0034654317746090 · Cited by 188
Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions
Gašević, D., Adesope, O., Joksimovíc, S., & Kovanović, V. (2014) · The Internet and Higher Education · doi:10.1016/j.iheduc.2014.09.006 · Cited by 187
“…the consistency with the research about self-regulated learning and interaction of learners with content, i.e., externally-facilitated regulated learning was shown to be more effective than self-regulated learning in Web-based learning (Azevedo et al., 2008; Kauffman, Zhao, & Yang, 2011).”
Influential
Sequential and temporal characteristics of self and socially regulated learning
Molenaar, I., & Järvelä, S. (2014) · Metacognition and Learning · doi:10.1007/s11409-014-9114-2 · Cited by 182
“…process, elaborate) to study a topic and effectively control and monitor their learning with metacognitive activities (orientate, plan, monitor and evaluate their actions) and motivate themselves to an appropriate level of engagement (Azevedo et al. 2008; Winne and Hadwin 2010; Zimmerman 2002).”
Background
Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems
Azevedo, R., Harley, J. M., Trevors, G., Duffy, M. C., Feyzi-Behnagh, R., Bouchet, F., & Landis, R. S. (2013) · Springer international handbooks of education · doi:10.1007/978-1-4419-5546-3_28 · Cited by 154
Self-citation
Self-Regulated Learning and the Allocation of Study Time
Dunlosky, J. T., & Ariel, R. (2011) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/b978-0-12-385527-5.00004-8 · Cited by 156
Predictive power of regularity of pre-class activities in a flipped classroom
Jovanović, J., Mirriahi, N., Gašević, D., Dawson, S., & Pardo, A. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.02.011 · Cited by 157
Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC
Kizilcec, R. F., Pérez‐Sanagustín, M., & Maldonado‐Mahauad, J. (2016) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/2876034.2893378 · Cited by 127
“Multiple studies have shown that helping students apply metacognitive and resource management strategies is related to higher self-regulation and academic achievement in online environments [1,2,9,13].”
Background
Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis
Azevedo, R., & Jacobson, M. J. (2007) · Educational Technology Research and Development · doi:10.1007/s11423-007-9064-3 · Cited by 116
Self-citation
Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level
Kim, J. Y., & Lim, K. Y. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.05.001 · Cited by 120
Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning
Kauffman, D. F., Zhao, R., & Yang, Y.-S. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2011.04.001 · Cited by 116
“Additionally, Azevedo and colleagues (Azevedo et al., 2008) found that externally generated self-regulated learning prompts were more effective than individually self-regulated learning in terms of learning declarative knowledge from a hypertext.”
Background
Scaffolding middle school students’ content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment
Bulu, S. T., & Pedersen, S. (2010) · Educational Technology Research and Development · doi:10.1007/s11423-010-9150-9 · Cited by 108
Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment
Greene, J. A., Costa, L. C., Robertson, J., Pan, Y., & Deekens, V. M. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.04.013 · Cited by 116
“Numerous authors (Azevedo, Cromley, & Seibert, 2004; Azevedo, Guthrie, & Seibert, 2004; Azevedo et al., 2005, 2008; Greene & Azevedo, 2007a, 2009) have used think-aloud protocols to demonstrate relations between SRL and learning in HLEs.”
BackgroundMethodSelf-citation
Theory of Self- vs. Externally-Regulated LearningTM: Fundamentals, Evidence, and Applicability
de la Fuente, J. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01675 · Cited by 106
Metacognitive scaffolding in an innovative learning arrangement
Molenaar, I., van Boxtel, C., & Sleegers, P. J. C. (2010) · Instructional Science · doi:10.1007/s11251-010-9154-1 · Cited by 105
“…studies into the effects of metacognitive scaffolding have shown that scaffolding can improve the learning outcomes of individual learners in innovative learning arrangements (Azevedo and Hadwin 2005; Azevedo et al. 2008; Bannert 2006, Bannert et al. 2009; Lin and Lehman 1999; Veenman et al. 2005).”
BackgroundResultInfluential
The assessment of metacognition in children aged 4–16 years: a systematic review
Gascoine, L., Higgins, S., & Wall, K. (2016) · Review of Education · doi:10.1002/rev3.3077 · Cited by 112
Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning
Greene, J. A., Bolick, C. M., & Robertson, J. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.08.006 · Cited by 106
“…adapted Azevedo and colleagues’ (Azevedo & Cromley, 2004; Azevedo, Cromley, et al., 2004; Azevedo, Guthrie, et al., 2004; Azevedo et al., 2005, 2007, Azevedo et al., 2008; Greene & Azevedo, 2009) method for evaluating science content to history as a means of scoring participants’ conceptual…”
BackgroundMethodSelf-citation
Metacognitive scaffolding during collaborative learning: a promising combination
Molenaar, I., Sleegers, P. J. C., & van Boxtel, C. (2014) · Metacognition and Learning · doi:10.1007/s11409-014-9118-y · Cited by 103
“Metacogntive scaffolds can trigger and support small groups to perform social metacognitive activities (Molenaar et al. 2011; Azevedo et al. 2008; Schoor and Bannert 2012).”
Background
Self-regulation of motivation when learning online: the importance of who, why and how
Sansone, C., Fraughton, T. B., Zachary, J. L., Butner, J., & Heiner, C. (2011) · Educational Technology Research and Development · doi:10.1007/s11423-011-9193-6 · Cited by 103
“Others are not present to prompt and guide self-regulation (e.g., on how to monitor progress), which Azevedo and colleagues have shown results in better self-regulation than when students are left on their own ( Azevedo et al. 2008 ).”
Background
Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia
Greene, J. A., Moos, D. C., Azevedo, R., & Winters, F. I. (2006) · Computers & Education · doi:10.1016/j.compedu.2006.10.004 · Cited by 103
Self-citation
The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic
Anthonysamy, L. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10518-y · Cited by 102
The effect of a human agent’s external regulation upon college students’ hypermedia learning
Azevedo, R., Greene, J. A., & Moos, D. C. (2007) · Metacognition and Learning · doi:10.1007/s11409-007-9014-9 · Cited by 101
Self-citation
Domain-specificity of self-regulated learning processing in science and history
Greene, J. A., Bolick, C. M., Jackson, W. P., Caprino, A. M., Oswald, C., & McVea, M. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2015.06.001 · Cited by 110
Self-citation
Effects of self-regulation scaffolding on online participation and learning outcomes
Song, D., & Kim, D. (2021) · Journal of Research on Technology in Education · doi:10.1080/15391523.2020.1767525 · Cited by 95
“The scaffolded group successfully utilized their self-regulatory processes in the online environment (Azevedo et al., 2008).”
BackgroundMethod
An Interactive Layers Model of Self-Regulated Learning and Cognitive Load
Wirth, J., Stebner, F., Trypke, M., Schuster, C., & Leutner, D. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09568-4 · Cited by 128
Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning?
Moos, D. C., & Azevedo, R. (2009) · Metacognition and Learning · doi:10.1007/s11409-009-9045-5 · Cited by 101
Self-citation
Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students' learning and thoughts regarding online learning
Tsai, C., Shen, P., & Tsai, M. (2010) · Behaviour and Information Technology · doi:10.1080/0144929x.2010.514359 · Cited by 89
The influences of self-regulated learning support and prior knowledge on improving learning performance
Yang, T., Chen, M. C., & Chen, S. Y. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.06.025 · Cited by 103
Effects of concurrent monitoring on cognitive load and performance as a function of task complexity
van Gog, T., Kester, L., & PAAS, F. G. W. C. (2010) · Applied Cognitive Psychology · doi:10.1002/acp.1726 · Cited by 104
“This cognitive load perspective can also explain why self-regulated learning seems to be more effective for high prior knowledge learners (e.g., Azevedo et al., 2008).”
Background
Dynamic scaffolding of socially regulated learning in a computer-based learning environment
Molenaar, I., Roda, C., van Boxtel, C., & Sleegers, P. J. C. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.12.006 · Cited by 86
“Finally, Azevedo and colleagues performed several studies (Azevedo et al., 2008) assessing students learning in a hypermedia environment.”
Background
Innovation pedagogy and desired learning outcomes in higher education
Kettunen, J., Kairisto‐Mertanen, L., & Penttilä, T. (2013) · On the Horizon The International Journal of Learning Futures · doi:10.1108/oth-08-2011-0024 · Cited by 85
“Students end up to low learning outcomes if they are unable to performmetacognitive activities and regulate their learning (Azevedo et al., 2008).”
Background
Self‐regulation of learning with computer‐based learning environments
Greene, J. A., Moos, D. C., & Azevedo, R. (2011) · New Directions for Teaching and Learning · doi:10.1002/tl.449 · Cited by 103
Self-citation
Applying web-enabled self-regulated learning and problem-based learning with initiation to involve low-achieving students in learning
Tsai, C., & Shen, P. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2009.05.013 · Cited by 84
Self-Directed Learning and the Sensemaking Paradox
Butcher, K. R., & Sumner, T. (2011) · Human-Computer Interaction · doi:10.1080/07370024.2011.556552 · Cited by 81
“A common aim across these studies is to better understand the activities and cognitive processes that people engage in when analyzing and ‘‘encoding’’ collections of information sources to solve a problem or ‘‘answer task-specific questions’’ (Russell, Stefik, Pirolli, & Card, 1993).”
Background
Self-regulated strategic writing for academic studies in an English-medium-instruction context
Hu, J., & Gao, X. A. (2017) · Language and Education · doi:10.1080/09500782.2017.1373804 · Cited by 80
“…and scaffolding during the process can help to raise learners’ awareness, improve their strategic knowledge and encourage them to use the processes (Wenden 1998; Moos and Azevedo 2008; Azevedo et al. 2008), especially for those who lack strategic knowledge of selfregulated writing processes.”
Background
What can moment-by-moment learning curves tell about students’ self-regulated learning?
Molenaar, I., Horvers, A., & Baker, R. S. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.05.003 · Cited by 96
Regulating interest when learning online: Potential motivation and performance trade-offs
Sansone, C., Smith, J. L., Thoman, D. B., & MacNamara, A. (2011) · The Internet and Higher Education · doi:10.1016/j.iheduc.2011.10.004 · Cited by 85
Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners
Kostons, D. D. N. M., van Gog, T., & PAAS, F. G. W. C. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.09.025 · Cited by 81
Note-taking within MetaTutor: interactions between an intelligent tutoring system and prior knowledge on note-taking and learning
Trevors, G., Duffy, M. C., & Azevedo, R. (2014) · Educational Technology Research and Development · doi:10.1007/s11423-014-9343-8 · Cited by 81
“Given that pedagogical agents within MetaTutor are designed to foster effective SRL processes (Azevedo et al. 2008, 2009, 2010, 2011, 2012, 2013) these ﬁndings provide some support that these agents help to support learners by reducing time spent engaging in maladaptive processes such as shallow…”
BackgroundSelf-citation
Socioscientific Decision Making in the Science Classroom: The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes
Eggert, S., Ostermeyer, F., Hasselhorn, M., & Bögeholz, S. (2013) · Education Research International · doi:10.1155/2013/309894 · Cited by 76
Measuring the impact of technological scaffolding interventions on micro-level processes of self-regulated workplace learning
Siadaty, M., Gašević, D., & Hatala, M. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.02.025 · Cited by 84
“…found to have positive effects for skill acquisition, motivation, and self-ef ﬁ cacy (Boekaerts & Cascallar, 2006; Zimmerman & Schunk, 1989), while Azevedo, Moos, Greene, Winters, and Cromley (2008) reported that an increase in metacognitive monitoring was associated with an increase of feeling…”
Background
Using think-aloud protocol in self-regulated reading research
Hu, J., & Gao, X. A. (2017) · Educational Research Review · doi:10.1016/j.edurev.2017.09.004 · Cited by 72
The effects of scaffolding metacognitive activities in small groups
Molenaar, I., van Boxtel, C., & Sleegers, P. J. C. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.06.022 · Cited by 72
Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
de la Fuente, J., Sánchez, F. J. P., Vicente, J. M. M., Sander, P., Garzón-Umerenkova, A., & Zapata, L. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01773 · Cited by 72
“(2) Similarly, an adequate teaching process (effective teaching) can be considered a contextual protective factor against stress because it favors the student’s perception of control over the learning process (Azevedo et al., 2008; Goe et al., 2008; Roehrig et al., 2012).”
Background
An investigation of the role of contingent metacognitive behavior in self-regulated learning
Tüysüzoğlu, B. B., & Greene, J. A. (2014) · Metacognition and Learning · doi:10.1007/s11409-014-9126-y · Cited by 70
Self-citation
The Interplay of Cognitive Load, Learners’ Resources and Self-regulation
Seufert, T., Hamm, V., Vogt, A., & Riemer, V. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09890-1 · Cited by 89
“As was shown for hyper-text tasks, learners with higher levels of prior knowledge plan and monitor their learning process more than learners without prior knowledge (Moos & Azevedo, 2008).”
Influential
Scaffolding of small groups’ metacognitive activities with an avatar
Molenaar, I., Chiu, M. M., Sleegers, P. J. C., & van Boxtel, C. (2011) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-011-9130-z · Cited by 70
“Metacognitive scaffolding aims to help students to adequately control and monitor their learning (Azevedo et al. 2008; Molenaar et al. 2010; Veenman et al. 2005).”
Background
Improving the measurement of self-regulated learning using multi-channel data
Fan, Y., Lim, L., van der Graaf, J., Kilgour, J., Raković, M., Moore, J. D., Molenaar, I., Bannert, M., & Gašević, D. (2022) · Metacognition and Learning · doi:10.1007/s11409-022-09304-z · Cited by 82
“Researchers have documented that self-regulated learners often outperform their colleagues who do not sufficiently and productively engage in SRL (e.g., Bannert & Reimann, 2012; Azevedo et al., 2008).”
Background
Associations between technological scaffolding and micro-level processes of self-regulated learning: A workplace study
Siadaty, M., Gašević, D., & Hatala, M. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.10.035 · Cited by 76
Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference?
Botero, G. A. G., Restrepo, M. A. B., Zhu, C., & Questier, F. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2019.1650780 · Cited by 77
Self-Regulated Learning and Technology-Enhanced Learning Environments
Bernacki, M. L., Aguilar, A. C., & Byrnes, J. P. (2010) · IGI Global eBooks · doi:10.4018/978-1-61692-901-5.ch001 · Cited by 67
A design framework for educational hypermedia systems: theory, research, and learning emerging scientific conceptual perspectives
Jacobson, M. J. (2007) · Educational Technology Research and Development · doi:10.1007/s11423-007-9065-2 · Cited by 66
Emotions, Motivation, Cognitive–Metacognitive Strategies, and Behavior as Predictors of Learning Performance in Blended Learning
Ramírez-Arellano, A., Reyes, J. B., & Hernández‐Simón, L. M. (2018) · Journal of Educational Computing Research · doi:10.1177/0735633117753935 · Cited by 74
Let's Set Up Some Subgoals: Understanding Human-Pedagogical Agent Collaborations and Their Implications for Learning and Prompt and Feedback Compliance
Harley, J. M., Taub, M., Azevedo, R., & Bouchet, F. (2017) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2017.2756629 · Cited by 65
Self-citation
Self-regulation and emotion matter: A case study of instructor interactions with a learning analytics dashboard
Zheng, J., Huang, L., Li, S., Lajoie, S. P., Chen, Y., & Hmelo‐Silver, C. E. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.104061 · Cited by 76
The Temporal and Dynamic Nature of Self-Regulatory Processes During Independent and Externally Assisted Hypermedia Learning
Johnson, A. M., Azevedo, R., & D’Mello, S. K. (2011) · Cognition and Instruction · doi:10.1080/07370008.2011.610244 · Cited by 67
“…critical need to examine SRL as an event, the current study aims to explore how learners engage in independent and externally regulated learning (Azevedo et al., 2008) at a micro level, by exploring the use of SRL processes in ten-minute episodes as well as the transitions among classes of SRL…”
BackgroundMethodInfluentialSelf-citation
Metacognition, Learning, and Instruction
McCormick, C. B., Dimmitt, C., & Sullivan, F. R. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop207004 · Cited by 64
Motivation and learning in an online, unmoderated, mathematics workshop for teachers
Renninger, K. A., Cai, M., Lewis, M. C., Adams, M. M., & Ernst, K. L. (2011) · Educational Technology Research and Development · doi:10.1007/s11423-011-9195-4 · Cited by 58
“Research has demonstrated that effective use of hypermedia requires self-regulation: making decisions about what and how to learn, how much time to spend, and whether or not learning has occurred (see Azevedo et al. 2008 ).”
Background
Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system
Feyzi-Behnagh, R., Azevedo, R., Legowski, E. A., Reitmeyer, K., Tseytlin, E., & Crowley, R. S. (2013) · Instructional Science · doi:10.1007/s11251-013-9275-4 · Cited by 64
“Different metacognitive scaffolding techniques have been used in ITSs to assist novices in activating prior knowledge, deploying appropriate strategies, and monitoring their learning and the effectiveness of the deployed strategies (Azevedo et al. 2008).”
BackgroundMethodSelf-citation
Learner Dashboards a Double-Edged Sword? Students’ Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st Century Literacies
Tan, J. P.-L., Koh, E., Jonathan, C. R., & Yang, S. (2017) · Journal of Learning Analytics · doi:10.18608/jla.2017.41.7 · Cited by 58
Promoting college students’ knowledge acquisition and ill-structured problem solving: Web-based integration and procedure prompts
Chen, C. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.01.015 · Cited by 56
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system
Dever, D. A., Sonnenfeld, N. A., Wiedbusch, M. D., Schmorrow, S. G., Amon, M. J., & Azevedo, R. (2023) · Metacognition and Learning · doi:10.1007/s11409-023-09346-x · Cited by 70
Self-citation
Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold
Saadawi, G. M. E., Azevedo, R., Castine, M., Payne, V. L., Medvedeva, O., Tseytlin, E., Legowski, E. A., Jukic, D. M., & Crowley, R. S. (2009) · Advances in Health Sciences Education · doi:10.1007/s10459-009-9162-6 · Cited by 64
“Learning to self-monitor and control these cognitive processes is termed self-regulated learning (SRL), and is an important part of expertise (Winne 2001; Azevedo et al. 2008; Zimmerman 2006).”
BackgroundSelf-citation
Personalized visualizations to promote young learners' SRL
Molenaar, I., Horvers, A., Dijkstra, R., & Baker, R. S. (2020) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3375462.3375465 · Cited by 59
The effects of metacognitive scaffolding of project-based learning environments on students’ metacognitive ability and computational thinking
Wang, C., Gao, B.-L., & Chen, S.-J. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12022-x · Cited by 54
“Azevedo et al. (2008) used interaction as a classification criterion and considered scaffolding to include fixed scaffolding and adaptive scaffolding, while Hill and Hannafin (2001) classified scaffolding according to its uses as conceptual, metacognitive, process, and strategic scaffolding.”
Self-regulation in Three Types of Online Interaction: How Does It Predict Online Pre-service Teachers’ Perceived Learning and Satisfaction?
Kara, M., Kukul, V., & Çakır, R. (2020) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-020-00509-x · Cited by 53
Self-Regulation and Link Selection Strategies in Hypertext
Salmerón, L., Kintsch, W., & Kintsch, E. (2010) · Discourse Processes · doi:10.1080/01638530902728280 · Cited by 52
“Most of the research on hypertext and self-regulation has been conducted from the perspective of Winne’s (1995, 2001) m„m model of self-regulated learning (SRL; e.g., Moos & Azevedo, 2008).”
BackgroundMethodInfluential
Effects of instructional conditions and experience on the adoption of a learning tool
Gašević, D., Mirriahi, N., Dawson, S., & Joksimovíc, S. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.10.026 · Cited by 60
In Vivo Experiments on Whether Supporting Metacognition in Intelligent Tutoring Systems Yields Robust Learning
Koedinger, K. R., Aleven, V. A. W. M. M., Roll, I., & Baker, R. S. (2009) · doi:10.4324/9780203876428.ch20 · Cited by 52
An effective online teaching method: the combination of collaborative learning with initiation and self-regulation learning with feedback
Tsai, C. (2012) · Behaviour and Information Technology · doi:10.1080/0144929x.2012.667441 · Cited by 53
Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
Naumann, J., & Salmerón, L. (2016) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v17i1.2113 · Cited by 56
The role of collaborative interactions versus individual construction on students’ learning of engineering concepts
Menekşe, M., & Michelene, T. H. (2018) · European Journal of Engineering Education · doi:10.1080/03043797.2018.1538324 · Cited by 56
“Azevedo et al. 2008; Kramarski and Dudai 2009; Okada and Simon 1997). For example, Okada and Simon (1997) compared the performances of dyads to individuals for a molecular genetics task and found, on average, dyads outperformed individuals when both partners of dyads contributed substantially in the discussions. Krama…”
BackgroundInfluential
An adaptive scaffolding e-learning system for middle school students’ physics learning
Chen, C. (2014) · Australasian Journal of Educational Technology · doi:10.14742/ajet.430 · Cited by 51
Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a difference?
Hämäläinen, R., & Oksanen, K. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.01.002 · Cited by 50
A negotiation-based adaptive learning system for regulating help-seeking behaviors
Chou, C., Lai, K.-H. R., Chao, P.-Y., Tseng, S., & Liao, T.-Y. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.07.010 · Cited by 54
Exploring Student Interactions With Preparation Activities in a Flipped Classroom Experience
Pardo, A., Gašević, D., Jovanović, J., Dawson, S., & Mirriahi, N. (2018) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2018.2858790 · Cited by 54

Authors: Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G.
Affiliations: University of Memphis (US)
Gustavus Adolphus College (US)
University of North Carolina at Chapel Hill (US)
University of Maryland, College Park (US)
Temple University (US)
Corresponding author: Azevedo, Roger
ORCID: Azevedo, Roger
Moos, Daniel C.
Greene, Jeffrey A.
Cromley, Jennifer G.
Venue: Educational Technology Research and Development
Publisher: Springer Science and Business Media LLC
Published: 2007-09-29
Volume: 56
Issue: 1
Pages: 45-72
ISSN: 1042-1629 (ISSN-L)
1556-6501
DOI: 10.1007/s11423-007-9067-0
OpenAlex: W2093529413
Semantic Scholar: c30f1553e28353e3e04210696da6d59b16a685e9
Cited by: 380
References: 65
Citations by year: 2026: 7 · 2025: 22 · 2024: 19 · 2023: 19 · 2022: 20 · 2021: 22 · 2020: 20 · 2019: 15 · 2018: 22 · 2017: 27 · 2016: 20 · 2015: 15 · 2014: 27 · 2013: 24 · 2012: 21
FWCI: 27.45
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Educational Technology Research and Development (publishedVersion)
Funders: National Science Foundation
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
Keywords: student self-regulation, hypermedia learning, cardiovascular system, adolescents, declarative knowledge, mental models, learning strategies, adaptive help-seeking, prior knowledge activation, science learning

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks