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

Items 101–200 of 380

Prevention of reading difficulties in children with and without familial risk: Short- and long-term effects of an early intervention.
Zijlstra, H., van Bergen, E., Regtvoort, A. G. F. M., de Jong, P. F., & van der Leij, A. (2020) · Journal of Educational Psychology · doi:10.1037/edu0000489 · Cited by 48
Effects of type of exploratory strategy and prior knowledge on middle school students’ learning of chemical formulas from a 3D role-playing game
Chen, M., Wong, Y.-T., & Wang, L. (2013) · Educational Technology Research and Development · doi:10.1007/s11423-013-9324-3 · Cited by 52
“Prior knowledge is a major predictor of learning performance (Azevedo et al. 2008; Greene and Azevedo 2007).”
Background
Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development
Safa, M. A., & Motaghi, F. (2021) · Language Teaching Research · doi:10.1177/13621688211021821 · Cited by 47
“In addition, studies have confirmed that metacognitive scaffolding strategies help learners gain better collaborative task outcomes (Pifarre & Cobos, 2010), and complete social metacognitive activities (Azevedo et al., 2008).”
Background
The effects of self-monitoring on strategy use and academic performance: A meta-analysis
Guo, L. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.101939 · Cited by 59
Metacognitive Practice Makes Perfect: Improving Students’ Self-Assessment Skills with an Intelligent Tutoring System
Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2011) · Lecture notes in computer science · doi:10.1007/978-3-642-21869-9_38 · Cited by 47
“Students who apply productive metacognitive and self-regulation skills show better learning when working with interactive learning environments [1].”
Background
Exploring the relation between self-regulation, online activities, and academic performance: a case study
Pardo, A., Han, F., & Ellis, R. A. (2016) · Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK '16 · doi:10.1145/2883851.2883883 · Cited by 46
“There are various models for self-regulated learning (SRL), each placing emphasis in different aspects (e.g., [3, 8, 12, 37, 48, 53]).”
Background
Strategies to read and learn: overcoming learning by consumption
McNamara, D. S. (2010) · Medical Education · doi:10.1111/j.1365-2923.2009.03550.x · Cited by 47
Uncovering student learning profiles with a video annotation tool: reflective learning with and without instructional norms
Mirriahi, N., Liaqat, D., Dawson, S., & Gašević, D. (2016) · Educational Technology Research and Development · doi:10.1007/s11423-016-9449-2 · Cited by 45
“The higher levels of metacognitive monitoring are important, as according to Azevedo et al. (2008) they associated with an increase of feeling of knowing, judgment of learning, and monitoring of progress toward goals.”
Background
Self-regulated learning in digital environments: theory, research, praxis
Johnson, G. M., & Davies, S. (2014) · eSpace (Curtin University) · Cited by 44
How teachers’ beliefs and demographic variables impact on self-regulated learning instruction
Yan, Z. (2017) · Educational Studies · doi:10.1080/03055698.2017.1382331 · Cited by 44
“Given the evidence that SRL can be taught to students, the teacher’s role in developing students’ SRL ability cannot be overemphasised (Azevedo et al. 2008; Cazan 2013).”
Background
How to design and evaluate personalized scaffolds for self-regulated learning
van der Graaf, J., Raković, M., Fan, Y., Lim, L., Singh, S., Bannert, M., Gašević, D., & Molenaar, I. (2023) · Metacognition and Learning · doi:10.1007/s11409-023-09361-y · Cited by 65
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study
Alemdağ, E., & Yıldırım, Z. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104574 · Cited by 51
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study
Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. N., Kang, S. H. K., Graham, L. E., & Dignath, C. (2024) · Metacognition and Learning · doi:10.1007/s11409-024-09374-1 · Cited by 65
“Teachers can play a key role in helping students become self-regulated learners (Azevedo et al., 2008; Hattie, 2011; Paris & Paris, 2001; Perry, 1998), both directly as mentioned earlier, or through the design of appropriate learning environments (Perry & Rahim, 2011; Veenman, 2017).”
A comprehensive reanalysis of the metacognitive self-regulation scale from the MSLQ
Tock, J. L., & Moxley, J. H. (2016) · Metacognition and Learning · doi:10.1007/s11409-016-9161-y · Cited by 70
Self-regulation in online discussions: Aligning data streams to investigate relationships between speaking, listening, and task conditions
Wise, A. F., & Hsiao, Y.-T. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.01.034 · Cited by 47
Confused, now what? A Cognitive-Emotional Strategy Training (CEST) intervention for elementary students during mathematics problem solving
Leo, I. D., & Muis, K. R. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101879 · Cited by 53
Review of Learning in Online Networks and Communities
Ala-Mutka, K., Punie, Y., & Ferrari, A. (2009) · Lecture notes in computer science · doi:10.1007/978-3-642-04636-0_34 · Cited by 39
“Studies suggest that for learners with low prior knowledge externally facilitated learning is more effective than self-regulated learning [ 60 ], although they may themselves prefer self-directed activities [61].”
Background
Measuring strategy use in context with multiple-choice items
Cromley, J. G., & Azevedo, R. (2011) · Metacognition and Learning · doi:10.1007/s11409-011-9070-z · Cited by 39
Self-citation
Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students
de la Fuente, J., Sander, P., Kauffman, D. F., & Soylu, M. Y. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.543884 · Cited by 52
“ERL (de la Fuente, 2017) has attempted to identify and organize the different real-life combinations that result from the interaction between different types of university students and teachers (Azevedo et al., 2008).”
Background
Achieving Effective Learning Effects in the Blended Course: A Combined Approach of Online Self-Regulated Learning and Collaborative Learning with Initiation
Tsai, C. (2011) · Cyberpsychology Behavior and Social Networking · doi:10.1089/cyber.2010.0388 · Cited by 38
Technology-Rich Tools to Support Self-Regulated Learning and Performance in Medicine
Lajoie, S. P., Naismith, L. M., Poitras, E., Hong, Y.-J., Cruz-Panesso, I., Ranellucci, J., Mamane, S., & Wiseman, J. (2013) · Springer international handbooks of education · doi:10.1007/978-1-4419-5546-3_16 · Cited by 39
Do Instrumentation Tools Capture Self-Regulated Learning?
van der Graaf, J., Lim, L., Fan, Y., Kilgour, J., Moore, J., Bannert, M., Gasevic, D., & Molenaar, I. (2021) · LAK21: 11th International Learning Analytics and Knowledge Conference · doi:10.1145/3448139.3448181 · Cited by 44
Contrasting case instruction can improve self-assessment of writing
Lin‐Siegler, X., Shaenfield, D. E., & Elder, A. D. (2015) · Educational Technology Research and Development · doi:10.1007/s11423-015-9390-9 · Cited by 36
Impacto del uso de rúbricas de autoevaluación y coevaluación sobre el desempeño escritural de docentes en formación
Ortíz, A. M. B., Uribe, Á. C., & Camacho, L. R. (2021) · Folios · doi:10.17227/folios.55-14163 · Cited by 47
Online K-12 Teachers’ Perceptions and Practices of Supporting Self-Regulated Learning
Huh, Y., & Reigeluth, C. M. (2017) · Journal of Educational Computing Research · doi:10.1177/0735633117699231 · Cited by 34
Towards Combined Network and Text Analytics of Student Discourse in Online Discussions
Ferreira, R., Kovanović, V., Gašević, D., & Rolim, V. (2018) · Lecture notes in computer science · doi:10.1007/978-3-319-93843-1_9 · Cited by 39
Applying online externally-facilitated regulated learning and computational thinking to improve students’ learning
Tsai, M., & Tsai, C. (2017) · Universal Access in the Information Society · doi:10.1007/s10209-017-0542-z · Cited by 38
Examining the ontological and epistemic assumptions of research on metacognition, self-regulation and self-regulated learning
Dinsmore, D. L. (2017) · Educational Psychology · doi:10.1080/01443410.2017.1333575 · Cited by 43
Effects of instructional conditions and experience on student reflection: a video annotation study
Mirriahi, N., Joksimovíc, S., Gašević, D., & Dawson, S. (2018) · Higher Education Research & Development · doi:10.1080/07294360.2018.1473845 · Cited by 34
Scaffolding expository history text reading: Effects on adolescents' comprehension, self-regulation, and motivation
ter Beek, M., Opdenakker, M., Spijkerboer, A. W., Brummer, L., Ozinga, H. W., & Strijbos, J.-W. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.06.003 · Cited by 42
Research on Scaffolding in the Learning Sciences
Tabak, I., & Kyza, E. Α. (2018) · Routledge eBooks · doi:10.4324/9781315617572-19 · Cited by 31
A rule‐based self‐regulated learning assistance scheme to facilitate personalized learning with adaptive scaffoldings: A case study for learning computer software
Su, J. (2020) · Computer Applications in Engineering Education · doi:10.1002/cae.22222 · Cited by 31
Multimedia Learning of Metacognitive Strategies
Azevedo, R. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.032 · Cited by 31
Self-citation
Technology-based interactive guidance to promote learning performance and self-regulation: a chatbot-assisted self-regulated learning approach
Lee, Y.-F., Hwang, G., & Chen, P. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10478-x · Cited by 56
The Effect of Cooperative Learning with Metacognitive Scaffolding on Mathematics Conceptual Understanding and Procedural Fluency
Jbeili, I. M. A. (2012) · Cited by 30
Using a learning analytics tool for evaluation in self-regulated learning
Groba, A. R., Vázquez-Barreiros, B., Lama, M., Barujel, A. G., & Mucientes, M. (2014) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2014.7044400 · Cited by 29
“The aim is a model that tries to make students active learners, actors and responsible for their learning [1].”
Background
The role of teacher's initiation in online pedagogy
Tsai, C. (2012) · Education + Training · doi:10.1108/00400911211254253 · Cited by 29
The Effectiveness of a 2‐year Supplementary Tutor‐assisted Computerized Intervention on the Reading Development of Beginning Readers at Risk for Reading Difficulties: A Randomized Controlled Trial
Regtvoort, A. G. F. M., Zijlstra, H., & van der Leij, A. (2013) · Dyslexia · doi:10.1002/dys.1465 · Cited by 28
Applying web-based co-regulated learning to develop students' learning and involvement in a blended computing course
Tsai, C. (2013) · Interactive Learning Environments · doi:10.1080/10494820.2013.764323 · Cited by 30
A two-tiered approach to analyzing self-regulated learning data to inform the design of hypermedia learning environments
Greene, J. A., Dellinger, K. R., Tüysüzoğlu, B. B., & Costa, L.-J. (2013) · Springer International Handbooks of Education · doi:10.1007/978-1-4419-5546-3_8 · Cited by 29
Self-citation
Educational Psychology and the Internet
Glassman, M. (2016) · Cambridge University Press eBooks · doi:10.1017/cbo9781316155134 · Cited by 27
Effects of a Science of Learning Course on College Students’ Learning With a Computer
Greene, J. A., Lobczowski, N. G., Freed, R., Cartiff, B. M., Demetriou, C., & Panter, A. T. (2019) · American Educational Research Journal · doi:10.3102/0002831219865221 · Cited by 28
Self-citation
The effects of direct and indirect training in metacognitive learning strategies on near and far transfer in self-regulated learning
Schuster, C., Stebner, F., Geukes, S., Jansen, M., Leutner, D., & Wirth, J. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101708 · Cited by 34
Developmental research on an interactive application for language speaking practice using speech recognition technology
Oh, E. Y., & Song, D. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-020-09910-1 · Cited by 26
Student differences in regulation strategies and their use of learning resources
Bos, N., & Brand‐Gruwel, S. (2016) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/2883851.2883890 · Cited by 28
Fostering 21st century literacies through a collaborative critical reading and learning analytics environment
Tan, J. P.-L., Yang, S., Koh, E., & Jonathan, C. R. (2016) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/2883851.2883965 · Cited by 26
“We aim to improve the pedagogical sensitivity and responsiveness of both the LA dashboard and the teacher-pedagogue, in recognition of the tight coupling between extrinsic pedagogical scaffolding and intrinsic self-regulated learning [20].”
Background
Transferring effective learning strategies across learning contexts matters: A study in problem-based learning
Saqr, M., Matcha, W., Uzir, N. A., Jovanović, J., Gašević, D., & López‐Pernas, S. (2023) · Australasian Journal of Educational Technology · doi:10.14742/ajet.8303 · Cited by 45
Tweens' characterization of digital technologies
Brito, P. Q. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.03.005 · Cited by 25
The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia
Witherspoon, A. M., Azevedo, R., & D’Mello, S. K. (2008) · Lecture notes in computer science · doi:10.1007/978-3-540-69132-7_30 · Cited by 25
Self-citation
Efecto de un andamiaje para facilitar el aprendizaje autorregulado en ambientes hipermedia
Martínez, C. H., & Vargas, O. L. (2010) · Revista Colombiana de Educación · doi:10.17227/01203916.632 · Cited by 24
Frequent deadlines: Evaluating the effect of learner control on healthcare executives' performance in online learning
Fulton, L. V., Ivanitskaya, L. V., Bastian, N. D., Erofeev, D. A., & Mendez, F. A. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.09.001 · Cited by 24
Self-Regulation of Motivation
Sansone, C., GEERLING, D. M., Thoman, D. B., & Smith, J. L. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316823279.006 · Cited by 24
What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom
Gulikers, J. T. M., Veugen, M., & Baartman, L. K. J. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.750281 · Cited by 27
“This requires co-regulation or, at least in the beginning, externally-facilitated regulation (Azevedo et al., 2008).”
Background
Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support
Huh, Y., & Reigeluth, C. M. (2017) · Journal of Educational Technology Systems · doi:10.1177/0047239517710769 · Cited by 27
FLoRA Engine
Li, X., Fan, Y., Li, T., Raković, M., Singh, S., van der Graaf, J., Lim, L., Moore, J. D., Molenaar, I., Bannert, M., et al. (2025) · Journal of Learning Analytics · doi:10.18608/jla.2025.8349 · Cited by 27
Addressing student motivation and learning experiences when taking teaching online
Randi, J., & Corno, L. (2021) · Theory Into Practice · doi:10.1080/00405841.2021.1932158 · Cited by 23
“Azevedo et al. (2008) investigated the role of self-regulation in learning with hypermedia, and how it might be facilitated.”
Background
Metacognitive challenges to support self-reflection of students in online Software Engineering Education
Pedrosa, D., Fontes, M. M., Araujo, T., Morais, C. G. B., Bettencourt, T., Pestaña, P., Morgado, L. C., & Cravino, J. (2021) · International Conference of the Portuguese Society for Engineering Education (CISPEE) · doi:10.1109/cispee47794.2021.9507230 · Cited by 23
Teaching cardiovascular physiology with equivalent electronic circuits in a practically oriented teaching module
Ribarič, S., & Kordaš, M. (2011) · AJP Advances in Physiology Education · doi:10.1152/advan.00072.2010 · Cited by 23
“Positive learning effects of LCI are more likely to be expected for learners with more prior knowledge (26, 33, 35, 48, 49, 53) or for learners with higher levels of metacognitive skills (3, 48) and less likely for novices (4).”
Background
Applying and Evaluating Visualization Design Guidelines for a MOOC Dashboard to Facilitate Self-Regulated Learning Based on Learning Analytics
Cha, H., & Park, T. (2019) · KSII Transactions on Internet and Information Systems · doi:10.3837/tiis.2019.06.002 · Cited by 23
Review of Learning in ICT-enabled Networks and CommunitiesPreprint
Ala-Mutka, K. (2009) · RePEc: Research Papers in Economics · doi:10.2791/29644 · Cited by 23
Towards Hybrid Human-System Regulation
Molenaar, I., Horvers, A., & Baker, R. S. (2019) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3303772.3303780 · Cited by 31
An Investigation of Learners’ Perceived Progress During Online Education: Do Self-Efficacy Belief, Language Learning Motivation, and Metacognitive Strategies Matter?
Teng, M. F., & Wu, J. G. (2023) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00727-z · Cited by 34
“…of metacognitive strategies, it is still daunting and hard for them to develop and deploy the appropriate strategies in the online mode of language education (Azevedo et al., 2008), thus influencing their motivation and self-efficacy for online English learning achievement (Teng et al., 2021).”
Perspectives on the Design and Evaluation of Adaptive Web Based Learning Environments
Inan, F. A., Flores, R., & Grant, M. M. (2010) · Contemporary Educational Technology · doi:10.30935/cedtech/5971 · Cited by 22
Which types of learners are suitable for augmented reality? A fuzzy set analysis of learning outcomes configurations from the perspective of individual differences
Ling, Y., Zhu, P., & Yu, J. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-021-10050-3 · Cited by 24
Teachers’ Perceptions of Teaching in Workplace Simulations in Vocational Education
Jossberger, H., Brand‐Gruwel, S., van de Wiel, M. W. J., & Boshuizen, H. P. A. (2015) · Vocations and Learning · doi:10.1007/s12186-015-9137-0 · Cited by 27
Support for self-regulation in learning complex topics from multimedia explanations: do learners need extensive or minimal support?
Rodicio, H. G., Sánchez, E. F., & Acuña, S. R. (2012) · Instructional Science · doi:10.1007/s11251-012-9243-4 · Cited by 23
The Role of Internet-Specific Epistemic Beliefs and Self-Regulation in High School Students' Online Academic Help Seeking: A Structural Equation Modeling Analysis
Cheng, K., Liang, J., & Tsai, C. (2013) · Journal of Educational Computing Research · doi:10.2190/ec.48.4.d · Cited by 21
“…offered by the Internet, learners’ self-regulatory skills have also been emphasized (Hodges, 2005; Schwartz, Andersen, Hong, Howard, & McGee, 2004) and their positive influences on learning performance have been documented (Azevedo & Cromley, 2004; Azevedo, Moos, Greene, Winters, & Cromley, 2008).”
Background
The Impact of Adapting Content for Students with Individual Differences
Flores, R., Ari, F., Inan, F. A., & Arslan‐Ari, I. (2012) · Cited by 21
Using regulation activities to improve undergraduate collaborative writing on wikis
Cho, M.-H., & Lim, S. (2015) · Innovations in Education and Teaching International · doi:10.1080/14703297.2015.1117009 · Cited by 22
Designing online scaffolds for interactive computer simulation
Chen, C., Wu, I.-C., & Jen, F. (2011) · Interactive Learning Environments · doi:10.1080/10494820.2010.549831 · Cited by 21
Task complexity affects temporal characteristics of self-regulated learning behaviours in an intelligent tutoring system
Wang, T., Li, S., Huang, X., & Lajoie, S. P. (2023) · Educational Technology Research and Development · doi:10.1007/s11423-023-10222-3 · Cited by 22
Atividades de Ensino que Desenvolvem a Autorregulação da Aprendizagem
Basso, F. P., & Abrahão, M. H. M. B. (2018) · Educação & Realidade · doi:10.1590/2175-623665212 · Cited by 21
EDUCATIONAL DESIGN AND EVALUATION MODELS OF THE LEARNING EFFECTIVENESS IN E-LEARNING PROCESS: A SYSTEMATIC REVIEW
Σπατιώτη, Α. Γ., Kazanidis, I., & Pange, J. (2023) · Turkish Online Journal of Distance Education · doi:10.17718/tojde.1177297 · Cited by 43
Using Think-Aloud Data to Understand Relations between Self-Regulation Cycle Characteristics and Student Performance in Intelligent Tutoring Systems
Borchers, C., Zhang, J., Baker, R. S., & Aleven, V. A. W. M. M. (2024) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3636555.3636911 · Cited by 27
“In addition to log data, think-aloud as another approach to measure SRL in situ has been used in seminal work in SRL [7].”
Method
The landscape of educational technology viewed from the ETR & D journal
Cho, Y., Park, S., Jo, S. J., & Suh, S. (2012) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2012.01338.x · Cited by 18
Self-Regulated Learning with Hypermedia: Bringing Motivation into the Conversation
Moos, D. C., & Stewart, C. A. (2013) · Springer international handbooks of education · doi:10.1007/978-1-4419-5546-3_45 · Cited by 19
Self-citation
Effects of planning on task load, knowledge, and tool preference: a comparison of two tools
Bonestroo, W. J., & de Jong, T. (2010) · Interactive Learning Environments · doi:10.1080/10494820.2010.484253 · Cited by 18
“Azevedo et al. (2008) compared self-regulated learners to self-regulated learners that were supported by a human regulating agent.”
Background
Who’s in Charge?—Dealing with the Self-regulation Dilemma in Digital Learning Environments
Bergamin, P. B., & Hirt, F. S. (2018) · Progress in IS · doi:10.1007/978-3-319-73546-7_14 · Cited by 21
Evaluation of the development of metacognitive knowledge supported by the knowcat system
Pifarré, M., & Cobos, R. (2009) · Educational Technology Research and Development · doi:10.1007/s11423-009-9118-9 · Cited by 18
Cultivating Creativity and Improving Coding Skills in Primary School Students via Domain-General and Domain-Specific Learning Scaffoldings
Su, S., Chen, L., Yuan, S., & Sun, C. (2024) · Education Sciences · doi:10.3390/educsci14070695 · Cited by 22
Young Learners’ Regulation of Practice Behavior in Adaptive Learning Technologies
Molenaar, I., Horvers, A., & Dijkstra, R. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02792 · Cited by 20
“Various techniques e.g., prompts (Bannert et al., 2009), scaﬀolding (Azevedo et al., 2008), and intelligent tutor systems (Azevedo et al., 2016) have been used previously to assist learners’ regulation in ALTs.”
Empirical assessment of e-learning on performance in principles of economics
Aljamal, A., Cader, H. A., Chiemeke, C., & Speece, M. W. (2015) · International Review of Economics Education · doi:10.1016/j.iree.2015.02.002 · Cited by 17
The use of modality in the design of verbal aids in computer-based learning environments
Sánchez, E. F., & García-Rodicio, H. (2008) · Interacting with Computers · doi:10.1016/j.intcom.2008.08.001 · Cited by 17
Scaffolding problem solving with learners’ own self explanations of subgoals
Margulieux, L. E., & Catrambone, R. (2021) · Journal of Computing in Higher Education · doi:10.1007/s12528-021-09275-1 · Cited by 20
Utilizing Dynamic Bayes Nets to Improve Early Prediction Models of Self-regulated Learning
Sabourin, J. L., Mott, B., & Lester, J. C. (2013) · Lecture notes in computer science · doi:10.1007/978-3-642-38844-6_19 · Cited by 17
“Unfortunately there is evidence that not all students are capable of guiding their own learning in this way [11] and may consequently experience limited success with systems that require these skills [5, 6, 12].”
Background
Enhance Students' Computing Skills via Web-Mediated Self-Regulated Learning with Feedback in Blended Environment
Lee, T.-H., Shen, P., & Tsai, C. (2010) · International Journal of Technology and Human Interaction · doi:10.4018/jthi.2010091702 · Cited by 18
Supporting College Students' Ill-Structured Problem Solving in a Web-Based Learning Environment
Bixler, B., & Land, S. M. (2010) · Journal of Educational Technology Systems · doi:10.2190/et.39.1.b · Cited by 16
Using word clouds to support students’ knowledge integration from online inquiry: an investigation of the process and outcome
Xie, Y., & Lin, S. (2018) · Interactive Learning Environments · doi:10.1080/10494820.2018.1484774 · Cited by 16
Digital Listening Tools to Facilitate Children’s Self-Regulation of Instrumental Music Practice
Wan, L., Crawford, R., & Jenkins, L. (2022) · Journal of Research in Music Education · doi:10.1177/00224294221093521 · Cited by 16
“In a comparable study of DT use (Azevedo et al., 2008), adolescent students learned science more effectively when supported by a human tutor.”
Background
Crossing Disciplinary Boundaries to Improve Technology-Rich Learning Environments
Lajoie, S. P., & Poitras, E. (2017) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811711900301 · Cited by 15
“…of MetaTutor on empirical research that examined the effectiveness of specific self-regulatory processes while interacting with human tutors; as a result, the design of MetaTutor includes pedagogical agents that emulate human–tutor interactions in an adaptive manner (see Azevedo et al., 2008).”
Background
Selbstreguliertes Lernen und (technologiebasierte) Bildungsmedien
Perels, F., & Dörrenbächer‐Ulrich, L. (2020) · Springer eBooks · doi:10.1007/978-3-662-54368-9_5 · Cited by 15
The effect of scenario-based interactive videos on English learning
Taşlıbeyaz, E. (2018) · Interactive Learning Environments · doi:10.1080/10494820.2018.1552870 · Cited by 16
Scaffolding Discovery Learning In 3D Virtual Environments
Lee, M. J. W., & Dalgarno, B. (2010) · IGI Global eBooks · doi:10.4018/978-1-61692-825-4.ch008 · Cited by 14
Developing an Appropriate Design for E-Learning with Web-Mediated Teaching Methods to Enhance Low-Achieving Students’ Computing Skills
Tsai, C., & Lee, T.-H. (2012) · International Journal of Distance Education Technologies · doi:10.4018/ijdet.2012010101 · Cited by 14
A web-based scaffolding-learning tool for design students’ sustainable spatial planning
Jeong, J. S., Ramírez-Gómez, Á., & González‐Gómez, D. (2017) · Architectural Engineering and Design Management · doi:10.1080/17452007.2017.1300129 · Cited by 13
“Moreover, they need an adaptive scaffolding as an external regulating agent that supports the students to deploy certain key processes and strategies and can be beneficial during web-based learning (Azevedo et al., 2008).”
Background
The relations between Czech undergraduates’ motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs: Consistency between theory-driven and data-driven approaches
Han, F., Vaculíková, J., & Juklová, K. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1001202 · Cited by 19
“All the theoretical models share the autonomous and self-directed nature of the self-regulated learning process, but they differ on the importance they attach to various elements (Azevedo et al., 2008).”
Background
Students Writing History Using Traditional and Digital Archives
Nygren, T. (2014) · DiVA at Umeå University (Umeå University) · Cited by 13
Examining parents’ ratings of middle-school students’ academic self-regulation using principal axis factoring analysis.
Chen, P. P., Cleary, T. J., & Lui, A. M. (2014) · School Psychology Quarterly · doi:10.1037/spq0000098 · Cited by 13
Search+Chat: Integrating Search and GenAI to Support Users with Learning-oriented Search Tasks
Yang, Y., Urgo, K., Arguello, J., & Capra, R. (2025) · Conference on Human Information Interaction and Retrieval · doi:10.1145/3698204.3716446 · Cited by 12
“Such reflections are critical metacognitive monitoring processes [2, 3, 14].”
Influential
Scaffolding self-regulated learning in student-generated questioning using mobile phones
Song, D., & Glazewski, K. D. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11627-6 · Cited by 12
“From another standpoint, SGQ could be related to a learner’s monitoring activity by supporting learners’ control over the progress toward their learning goals and content evaluation (Azevedo & Cromley, 2004; Azevedo et al., 2008).”
Background

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