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ERIC Number: EJ860882
Record Type: Journal
Publication Date: 2010-Jan
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Fostering Historical Knowledge and Thinking Skills Using Hypermedia Learning Environments: The Role of Self-Regulated Learning
Greene, Jeffrey Alan; Bolick, Cheryl Mason; Robertson, Jane
Computers & Education, v54 n1 p230-243 Jan 2010
In this study, we examined how high-school students utilized a hypermedia learning environment (HLE) to acquire declarative knowledge of a historical topic, as well as historical thinking skills. In particular, we were interested in whether self-regulated learning (SRL; Winne & Hadwin, 1998; Zimmerman, 2000) processing was related to the acquisition of declarative knowledge and historical thinking. We found that, using the HLE, participants did learn from pretest to posttest, and that they most often engaged in strategy use SRL processes. However, the frequency of participant use of planning SRL processes, not strategy use, was predictive of learning. This study has implications for how educators use HLEs to foster historical thinking skills, and suggests that scaffolding planning skills may facilitate students' use of computers as cognitive and metacognitive tools for learning (Azevedo, 2005; Lajoie, 2000). (Contains 4 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A