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The Effects of Self-Regulated Learning Strategies in Hypermedia Based Educational Environments
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, , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Major theories regarding learning strategies are widely acknowledged and are derived from established research. Many principles which are central to effective learning from basic multimedia resources have been established and are accepted practices within learning technologies. Results from past studies generally demonstrate support for principles contained within multimedia learning theory; however, there is a need to extend the established working models and theories and apply them to educational practices in non-linear digital hypermedia domains. In recent years, attention on developing and researching e-learning environments focused on individualized learning has increased. This paper will focus on established cognitive learning models relating to self-regulated learning and their influence in developing e-learning hypermedia environments.

Citation

Keahey, H. & Wright, R. (2016). The Effects of Self-Regulated Learning Strategies in Hypermedia Based Educational Environments. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2120-2124). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 6, 2020 from .

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