Computers as Metacognitive Tools for Enhancing Learning
A Special Issue of Educational Psychologist
Published on 16. November 2005
Book
Paperback/Softback
88 pages
978-0-8058-9402-8 (ISBN)
Description
First published in 2005. This Volume 40, No 4 of Autumn 2005 of the Educational Psychologist. The articles appearing in this special issue of Educational Psychologist reflect a growing interest by researchers from various fields in examining the use of computers as metacognitive tools for enhancing learning. This topic has become increasingly important as computer-based learning environments become ubiquitous and students use them extensively both in and out of school to learn about conceptually rich domains.
More details
Language
English
Place of publication
New York
United States
Publishing group
Taylor & Francis Inc
Target group
Professional and scholarly
Dimensions
Height: 280 mm
Width: 210 mm
Weight
160 gr
ISBN-13
978-0-8058-9402-8 (9780805894028)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Roger Azevedo
Computers as Metacognitive Tools for Enhancing Learning
A Special Issue of Educational Psychologist
E-Book
12/2018
Routledge
€68.49
Available for download
Roger Azevedo
Computers as Metacognitive Tools for Enhancing Learning
A Special Issue of Educational Psychologist
E-Book
12/2018
1st Edition
Routledge
€68.49
Available for download
Person
Roger Azevedo Department of Human Development University of Maryland, College Park
Content
Volume 40, Number 4, 2005 Contents: R. Azevedo, Computer Environments as Metacognitive Tools for Enhancing Learning. R. Azevedo, Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning. B. White, J. Frederiksen, A Theoretical Framework and Approach for Fostering Metacognitive Development. A.C. Graesser, D.S. McNamara, K. VanLehn, Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART. C. Quintana, M. Zhang, J. Krajcik, A Framework for Supporting Metacognitive Aspects of Online Inquiry Through Software-Based Scaffolding. X. Lin, D.L. Schwartz, G. Hatano, Toward Teachers' Adaptive Metacognition. S.A. Mathan, K.R. Koedinger, Fostering the Intelligent Novice: Learning From Errors With Metacognitive Tutoring. B.J. Zimmerman, K.E. Tsikalas, Can Computer-Based Learning Environments (CBLEs) Be Used as Self-Regulatory Tools to Enhance Learning?