Information Technology Reference
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solving, and reasoning (Cox, 1999; Goldman, 2003; Kozma, 2003; Mayer, 2005;
Schnotz & Bannert, 2003; Seufert et al., 2007; Witherspoon et al., 2008). Lastly,
a critical issue centers on the development and effective use of cognitive and
metacognitive processes in middle school and high school students (Baker &Cerero,
2000; Borkowski, Chan, &Muthukrishna, 2000; Lockl & Schneider, 2002; Pintrich,
Wolters, & Baxter, 2000; Pressley, 2000; Schneider & Lockl, 2002, 2008; Veenman
et al., 2006).
In sum, the last two sections have provided an overview of SRL, described the
information processing of Winne and Hadwin, and followed up with a more detailed
description of the SRL processes used when learning with a hypermedia learning
environment. This leads to a synthesis of our extensive product and process data
that was collected, classified, and analyzed, based on theoretical frameworks and
models of SRL models.
Synthesis of SRL Data on Learning with Hypermedia
In this section, we present a synthesis of the research on SRL and hypermedia con-
ducted by our team over the last 10 years, focusing explicitly on deployment of
self-regulatory processes, and the effectiveness of different types of scaffolding in
facilitating students' learning of complicated science topics. More specifically, we
have focused on laboratory and classroom research to address the following ques-
tions: (1) Do different scaffolding conditions influence students' ability to shift to
more sophisticated mental models of complex science topics? (2) Do different scaf-
folding conditions lead students to gain significantly more declarative knowledge
of science topics? (3) How do different scaffolding conditions influence students'
ability to regulate their learning of science topics with hypermedia? (4) What is the
role of external regulating agents (i.e., human tutors, classroom teachers, and peers)
in students' SRL of science topics with hypermedia? (5) Are there developmental
differences in college and high school students' ability to self-regulate their learning
of science with hypermedia?
In general, our empirical results show that learning challenging science topics
with hypermedia can be facilitated if students are provided with adaptive human
scaffolding that addresses both the content of the domain and the processes of SRL
(see Azevedo, 2008 for effect sizes by type of scaffolding, developmental group, and
learning outcome). This type of sophisticated scaffolding is effective in facilitating
learning, as indicated by medium to large effect sizes (range of
d
0.5-1.1) on
several measures of declarative, procedural, and inferential knowledge and mental
models. In contrast, providing students with either no scaffolding or fixed scaffolds
(i.e., a list of domain-specific subgoals) tends to lead to negligible shifts in their
mental models and only small gains in declarative knowledge in older students.
Verbal protocols provide evidence that students in different scaffolding condi-
tions deploy different key SRL processes, providing a clear association between
these scaffolding conditions, mental model shifts, and declarative knowledge
gains. To date, we have investigated 38 different regulatory processes related to
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