Information Technology Reference
In-Depth Information
Shute, V., & Psotka, J. (1996). Intelligent tutoring systems: Past, present, and future. In D. Jonassen
(Ed.),
Handbook of research for educational communications and technology
(pp. 570-600).
New York: Macmillan.
Shute, V. J., & Zapata-Rivera, D. (2008). Adaptive technologies. In J. M. Spector, D. Merrill,
J. van Merriënboer, & M. Driscoll (Eds.),
Handbook of research on educational communi-
cations and technology
(3rd ed., pp. 277-294). New York: Lawrence Erlbaum Associates,
Taylor & Francis Group.
Siegler, R. S. (2005). Children's learning.
American Psychologist
,
60
, 769-778.
Sweller, J. (2006). The worked example effect and human cognition.
Learning and Instruction
,
16
(2), 165-169.
Van Meter, P., & Garner,
J.
(2005). The promise and practice of
learner-generated
drawing: Literature
review and synthesis.
Educational Psychology Review
,
17
(4),
285-325.
VanLehn, K., Graesser, A. C., Jackson, G. T., Jordan, P., Olney, A., & Rose, C. P. (2007). When
are tutorial dialogues more effective than reading?
Cognitive Science
,
31
(1), 3-62.
Veenman, M., Van Hout-Wolters, B., & Afflerbach, P. (2006). Metacognition and learning:
Conceptual and methodological considerations.
Metacognition and Learning
,
1
, 3-14.
Wigfield, A., Eccles, J., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of
achievement motivation. In W. Damon, R. Lerner, & N. Eisenberg (Eds.),
Handbook of child
psychology
(vol. 3). New York: Wiley.
Winne, P. H. (2001). Self-regulated learning viewed from models of information processing.
In B. Zimmerman & D. Schunk (Eds.),
Self-regulated learning and academic achievement:
Theoretical perspectives
(pp. 153-189). Mahwah, NJ: Erlbaum.
Winne, P. (2005). Key issues on modeling and applying research on self-regulated learning.
Applied
Psychology: An International Review
,
54
(2), 232-238.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker,
J. Dunlosky, & A. Graesser (Eds.),
Metacognition in educational
theory and practice
(pp. 277-304). Hillsdale, NJ: Erlbaum.
Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In
D. Schunk & B. Zimmerman (Eds.),
Motivation and self-regulated learning: Theory
,
research
,
and applications
(pp. 297-314). Mahwah, NJ: Erlbaum.
Winne, P. H., & Nesbit, J. C. (2009). Supporting self-regulated learning with cognitive tools. In
D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.),
Handbook of metacognition in education.
(pp. 259-277). New York, NY: Routledge.
Witherspoon, A., Azevedo, R., & D'Mello, S. (2008). The dynamics of self-regulatory processes
within self- and externally-regulated learning episodes. In B. Woolf, E. Aimeur, R. Nkambou, &
S. Lajoie (Eds.),
Proceedings of the International conference on intelligent tutoring systems:
Lecture Notes in Computer Science
(LNCS 5091, pp. 260-269). Berlin: Springer.
Witherspoon, A., Azevedo, R., & Cai, Z. (2009).
Learners' exploratory behavior within MetaTutor
.
Poster presented at the 14th international conference on Artificial Intelligence in Education,
Brighton, UK.
Woolf, B. (2009).
Building intelligent interactive tutors: Student-centered strategies for
revolutionizing e-learning
. Amsterdam: Elsevier.
Zimmerman, B. (2006). Development and adaptation of expertise: The role of self-regulatory
processes and beliefs. In K. Ericsson, N. Charness, P. Feltovich, & R. Hoffman (Eds.),
The Cambridge handbook of expertise and expert performance
(pp. 705-722). New York:
Cambridge University Press.
Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background,
methodological developments, and future prospects.
American Educational Research Journal
,
45
(1), 166-183.
Zimmerman, B., & Schunk, D. (2001).
Self-regulated learning and academic achievement
(2nd
ed.). Mahwah, NJ: Erlbaum.
Zimmerman, B. & Schunk, D. (Eds.) (in press).
Handbook of self-regulation of learning and
performance
. New York: Routledge.
