Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning
Computers & Education Volume 54, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
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).
Greene, J.A., Bolick, C.M. & Robertson, J. (2010). Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning. Computers & Education, 54(1), 230-243. Elsevier Ltd.
- Computer Assisted Instruction
- Computer Software
- educational technology
- electronic learning
- High School Students
- History Instruction
- Instructional Effectiveness
- Learner Controlled Instruction
- Learning Processes
- multimedia/hypermedia systems
- Pretests Posttests
- Scaffolding (Teaching Technique)
- secondary education
- Teaching/Learning Strategies
- thinking skills
Cited ByView References & Citations Map
Scott Waring, University of Central Florida, United States; Courtney C. Bentley, The University of Montevallo, United States
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 2 (June 2012) pp. 184–208
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