MARC Record from marc_nuls

LEADER: 11310cam a2200421I 4500
001 9925151286901661
005 20150423153315.0
008 130607s2013 nyu 000 0 eng d
020 $a9781441955456
020 $a1441955453
035 $a(OCoLC)847602406
035 $a(OCoLC)ocn847602406
040 $aBTCTA$beng$cBTCTA$dYDXCP$dSHH$dUKMGB$dU3G
049 $aCNUM
082 04 $a153$223
090 $aLB1060$b.I58 2013
245 00 $aInternational handbook of metacognition and learning technologies /$cRoger Azevedo, Vincent Aleven, editors.
260 $aNew York, NY :$bSpringer,$c©2013.
300 $alii, 721 pages :$billustrations ;$c26 cm.
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 1 $aSpringer international handbooks of education ;$vv.26
500 $aIncludes index.
505 00 $gPart I.$tModels and Components of Metacognition.$tSupporting Effective Self-Regulated Learning: The Critical Role of Monitoring /$rThomas D. Griffin, Jennifer Wiley, Carlos R. Salas --$tStudent and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning /$rBracha Kramarski, Tova Michalsky --$tAdaptation to Context as Core Component of Self-Regulated Learning: The Example of Complexity and Epistemic Beliefs /$rStephanie Pieschl, Elmar Stahl, Rainer Bromme --$tRetrieval-Monitoring-Feedback (RMF) Technique for Producing Efficient and Durable Student Learning /$rKatherine A. Rawson, John Dunlosky --$tMetacognition: A Closed-Loop Model of Biased Competition-Evidence from Neuroscience, Cognition, and Instructional Research /$rNeil H. Schwartz, Brianna M. Scott, Doris Holzberger -- Part IV.$tIntelligent Tutoring Systems and Tutorial Dialogues Systems.$tHelp Seeking and Intelligent Tutoring Systems: Theoretical Perspectives and a Step Towards Theoretical Integration /$rVincent Aleven --$tAnimalWatch: An Intelligent Tutoring System for Algebra Readiness /$rCarole R. Beal --$tOpen Learner Models as Drivers for Metacognitive Processes /$rSusan Bull, Judy Kay --$tModeling and Scaffolding Self-Explanation Across Domains and Activities /$rCristina Conati --$tTowards Improving (Meta)cognition by Adapting to Student Uncertainty in Tutorial Dialogue /$rDiane Litman, Kate Forbes-Riley --$tMaking Better Use of Multiple Representations: How Fostering Metacognition Can Help /$rAlexander Renkl [and others] --$tAssessing Students' Problem Solving Ability and Cognitive Regulation with Learning Trajectories /$rRon Stevens, Carole R. Beal, Marcia Sprang -- Part V.$tMulti-agent Systems to Measure and Foster Metacognition and Self-Regulated Learning --$tUsing Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems /$rRoger Azevedo [and others] --$tInvestigating Self-Regulated Learning in Teachable Agent Environments /$rJohn S. Kinnebrew [and others] --$tSupporting Self-Regulated Science Learning in Narrative-Centered Learning Environments /$rJames C. Lester [and others] --$tA Behavior Change Perspective on Self-Regulated Learning with Teachable Agents /$rMarily Oppezzo, Daniel L. Schwartz.
505 00 $gPart II.$tAssessing and Modeling Metacognitive Knowledge and Skills.$tModeling and Studying Gaming the System with Educational Data Mining /$rRyan S.J. d. Baker [and others] --$tA Two-Tiered Approach to Analyzing Self-Regulated Learning Data to Inform the Design of Hypermedia Learning Environments /$rJeffrey A. Greene [and others] --$tHypermedia and Self-Regulation: An Interplay in Both Directions /$rMaria Opfermann [and others] --$tEye Tracking as a Tool to Study and Enhance Cognitive and Metacognitive Processes in Computer-Based Learning Environments /$rTamara van Gog, Halszka Jarodzka --$tAssessing Metacognitive Skills in Computerized Learning Environments /$rMarcel V.J. Veenman -- Part III.$tScaffolding Metacognition and Learning with Hypermedia and Hypertext.$tScaffolding Hypermedia Learning Through Metacognitive Prompts /$rMaria Bannert, Christoph Mengelkamp --$tMetacognition and the Use of Tools /$rGeraldine Clarebout [and others] --$tUsing Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts /$rNada Dabbagh, Anastasia Kitsantas --$tDesigning Learning Technologies to Support Self-Regulation During Ill-Structured Problem-Solving Processes /$rXun Ge --$tTechnology-Rich Tools to Support Self-Regulated Learning and Performance in Medicine /$rSusanne P. Lajoie [and others] --$tChallenges of Investigating Metacognitive Tool Use and Effects in (Rich) Web-Based Learning Environments /$rSusanne Narciss, Hermann Koerndle, Antje Proske --$tAnalyzing Navigation Patterns to Scaffold Metacognition in Hypertext Systems /$rSadhana Puntambekar, Sarah A. Sullivan, Roland Hübscher --$tDevelopment of Task Understanding and Monitoring in Information Retrieval Environments: Demystifying Metacognitive and Self-Regulatory Mechanisms in Graduate Learners Using Topic Maps Indexing Technologies to Improve Essay-Writing Skills /$rVivek Venkatesh [and others] --$tnStudy: Tracing and Supporting Self-Regulated Learning in the Internet /$rPhilip H. Winne, Allyson F. Hadwin.
505 00 $gPart IV.$tIntelligent Tutoring Systems and Tutorial Dialogues Systems.$tHelp Seeking and Intelligent Tutoring Systems: Theoretical Perspectives and a Step Towards Theoretical Integration /$rVincent Aleven --$tAnimalWatch: An Intelligent Tutoring System for Algebra Readiness /$rCarole R. Beal --$tOpen Learner Models as Drivers for Metacognitive Processes /$rSusan Bull, Judy Kay --$tModeling and Scaffolding Self-Explanation Across Domains and Activities /$rCristina Conati --$tTowards Improving (Meta)cognition by Adapting to Student Uncertainty in Tutorial Dialogue /$rDiane Litman, Kate Forbes-Riley --$tMaking Better Use of Multiple Representations: How Fostering Metacognition Can Help /$rAlexander Renkl [and others] --$tAssessing Students' Problem Solving Ability and Cognitive Regulation with Learning Trajectories /$rRon Stevens, Carole R. Beal, Marcia Sprang -- Part V.$tMulti-agent Systems to Measure and Foster Metacognition and Self-Regulated Learning --$tUsing Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems /$rRoger Azevedo [and others] --$tInvestigating Self-Regulated Learning in Teachable Agent Environments /$rJohn S. Kinnebrew [and others] --$tSupporting Self-Regulated Science Learning in Narrative-Centered Learning Environments /$rJames C. Lester [and others] --$tA Behavior Change Perspective on Self-Regulated Learning with Teachable Agents /$rMarily Oppezzo, Daniel L. Schwartz.
505 00 $gPart VI.$tIndividual and Collaborative Learning in Classroom Settings.$tElectronic Portfolio Encouraging Active and Reflective Learning /$rPhilip C. Abrami [and others] --$tOvercoming Deceptive Clarity by Encouraging Metacognition in the Web-Based Inquiry Science Environment /$rJennifer L. Chiu, Jennifer King Chen, Marcia C. Linn --$tInvestigating Text-Reader Interactions in the Context of Supported etext /$rBridget Dalton, Annemarie Sullivan Palincsar --$tLearning Functional Models of Aquaria: The ACT Project on Ecosystem Learning in Middle School Science /$rAshok K. Goel [and others] --$tDynamic Computerized Scaffolding of Metacognitive Activities in Small Groups /$rInge Molenaar, Carla van Boxtel, Peter Sleegers --$tMetacognitive Knowledge About and Metacognitive Regulation of Strategy Use in Self-Regulated Scientific Discovery Learning: New Methods of Assessment in Computer-Based Learning Environments /$rHubertina Thillmann, Jill Gößling, Jessica Marschner --$tModel-Based Diagnosis for Regulative Support in Inquiry Learning /$rWouter van Joolingen, Ton de Jong --$tResearch on Self-Regulated Learning in Technology Enhanced Learning Environments: Two Examples from Europe /$rRoberto Carneiro, Karl Steffens --$tSelf-Observation and Shared Reflection to Improve Pronunciation in L2 /$rGiuliana Dettori, Valentina Lupi.
505 00 $gPart VII.$tMotivation and Affect: Key Processes in Metacognition and Self-Regulated Learning.$tFine-Grained Assessment of Motivation over Long Periods of Learning with an Intelligent Tutoring System: Methodology, Advantages, and Preliminary Results /$rMatthew L. Bernacki, Timothy J. Nokes-Malach, Vincent Aleven --$tAffective Learning Companions and the Adoption of Metacognitive Strategies /$rWinslow Burleson --$tHow Mastery and Performance Goals Influence Learners' Metacognitive Help-Seeking Behaviours When Using Ecolab II /$rAmanda Carr (nee Harris) [and others] --$tAffect, Meta-affect, and Affect Regulation During Complex Learning /$rSidney K. D'Mello [and others] --$tSelf-Regulated Learning with Hypermedia: Bringing Motivation into the Conversation /$rDaniel C. Moos, Christopher A. Stewart --$tThe Role of Motivation in Knowledge Acquisition /$rRegina Vollmeyer, Falko Rheinberg.
520 $aEducation in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area. Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning. Identifies features designed to study or support metacognitve/SRL behaviors. Reviews how its specific theory or model addresses learners' metacognitive/SRL processes. Provides detailed findings on its effectiveness toward learning. Discusses its implications for the design of metacognitive tools. Examines any theoretical, instructional, or other challenges. These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.
650 0 $aMetacognition$vHandbooks, manuals, etc.
650 0 $aEducational technology$vHandbooks, manuals, etc.
700 1 $aAzevedo, Roger,$d1966-
700 1 $aAleven, Vincent A. W. M. M.
830 0 $aSpringer international handbooks of education ;$vv.26.
947 $fSOE$hBOOK$p$583.94$q1
949 $i31786102883870
994 $a92$bCNU