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Despite the ubiquity of such environments for learning, the majority of the
research has been criticized as atheoretical and lacking rigorous empirical evi-
dence (see Azevedo, 2008; Azevedo & Jacobson, 2008; Jacobson, 2008). In order
to advance the field and our understanding of the complex nature of learning
with advanced learning technologies such as hypermedia-based environments, we
need theoretically guided, empirical research regarding how students regulate their
learning with these environments.
In this paper, we provide an overarching metaphor—“computers as
MetaCognitive tools”—to highlight the complex nature of the use of computer-
based learning environments (CBLEs) (Azevedo, 2005a). We also present an
overview and basic assumptions of SRL models followed by a global description
of SRL with hypermedia. This is followed by a synthesis of extensive product and
process data from our lab regarding the role of key SRL processes and the role
of adaptive scaffolding in designing an adaptive MetaTutor. We also provide an
overview of MetaTutor, a hypermedia learning environment designed to train and
foster high school and college students' learning about several biological systems.
We present the results of an initial study aimed at examining the effectiveness
of MetaTutor on the deployment of key SRL processes during learning. Lastly,
we provide theoretically driven and empirically based guidelines for supporting
learners' self-regulated learning with MetaTutor.
Metaphor: MetaCognitive Tools for Enhancing Learning
The history of CBLEs spans decades (see Koedinger & Corbett, 2006; Lajoie, 2000;
Lajoie & Azevedo, 2006; Shute & Psotka, 1996; Shute & Zapata-Rivera, 2008;
Woolf, 2009) and is replete with examples of multimedia, hypermedia, intelligent
tutoring systems, and simulations used to enhance students' learning. However, their
widespread use and rapid proliferation have surpassed our fundamental understan-
ding of the scientific and educational potential of these tools to enhance learning. For
example, researchers and designers are developing advanced learning technologies
that integrate several technologies (e.g., adaptive hypermedia-based mixed-initiative
tutoring systems with pedagogical agents) to train, model, and foster critical lear-
ning skills needed for students to remain competitive in the twenty-first century.
This example illustrates the need for a framework that allows researchers, designers,
and educators to understand the role of CBLEs and the multidimensional aspects
associated with learning with CBLEs.
One approach to understanding the landscape and the various uses of CBLEs is
to impose a metaphor—computers as MetaCognitive tools (Azevedo, 2005a, 2005b,
2008). The use of this term has at least two meanings. First, it is meant that current
applications of CBLEs go beyond the development or training of cognitive skills
(e.g., acquisition of declarative knowledge or the development of procedural knowl-
edge), and that metalevel aspects of learning are critical for acquiring life-long skills.
