Roger Azevedo

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Finansman sağlayan kuruluşun getirdiği zorunluluğa dayalı olarak

Katkıda bulunan yazarlar

Michelle TaubAssistant Professor of Learning Sciences and Educational Research, University of Central Floridaucf.edu üzerinde doğrulanmış e-posta adresine sahip
Jennifer CromleyProfessor, Educational Psychology, UIUCillinois.edu üzerinde doğrulanmış e-posta adresine sahip
Jeffrey A. GreeneProfessor, School of Education, University of North Carolina at Chapel Hillemail.unc.edu üzerinde doğrulanmış e-posta adresine sahip
François BouchetSorbonne Université, Laboratoire d'Informatique de Paris 6lip6.fr üzerinde doğrulanmış e-posta adresine sahip
Jason Matthew HarleyAssistant Professor, McGill Universitymail.mcgill.ca üzerinde doğrulanmış e-posta adresine sahip
Nicholas V. MudrickGraduate Research Assistant, North Carolina State Universityncsu.edu üzerinde doğrulanmış e-posta adresine sahip
Reza Feyzi BehnaghUniversity at Albany, State University of New Yorkalbany.edu üzerinde doğrulanmış e-posta adresine sahip
Susanne LajoieProfessor, Department of Educational Psychology and Counselling, McGill Universitymcgill.ca üzerinde doğrulanmış e-posta adresine sahip
Greg TrevorsAssistant professor, University of South Carolinamailbox.sc.edu üzerinde doğrulanmış e-posta adresine sahip
James LesterDistinguished University Professor of Computer Science, North Carolina State Universityncsu.edu üzerinde doğrulanmış e-posta adresine sahip
Amber Chauncey StrainGraduate Student, University of Memphismemphis.edu üzerinde doğrulanmış e-posta adresine sahip
Melissa DuffyUniversity of South Carolinamailbox.sc.edu üzerinde doğrulanmış e-posta adresine sahip
Jonathan RoweNorth Carolina State Universityncsu.edu üzerinde doğrulanmış e-posta adresine sahip
Amy JohnsonAssistant Research Professor, Arizona State Universityasu.edu üzerinde doğrulanmış e-posta adresine sahip
Elizabeth B. CloudeSoar Technology, Inc.soartech.com üzerinde doğrulanmış e-posta adresine sahip
Diane SeibertProfessor, Uniformed Services Universityusuhs.edu üzerinde doğrulanmış e-posta adresine sahip
Cristina ConatiProfessor of Computer Science, University of British Columbiacs.ubc.ca üzerinde doğrulanmış e-posta adresine sahip
Candice BurkettUniversity of Illinois Chicagouic.edu üzerinde doğrulanmış e-posta adresine sahip
Philip H. WinneDistinguished SFU Professor & FRSC, Faculty of Education, Simon Fraser Universitysfu.ca üzerinde doğrulanmış e-posta adresine sahip
Gautam BiswasCornelius Vanderbilt Professor of Engineering; Professor of Computer Science and Engineeringvanderbilt.edu üzerinde doğrulanmış e-posta adresine sahip

Takip et

Roger Azevedo

University of Central Florida

ucf.edu üzerinde doğrulanmış e-posta adresine sahip - Ana Sayfa

metacognition self-regulated learning multimodal data advanced learning technologies learning analytics


Başlık Alıntılara göre sırala Yıla göre sırala Başlığa göre sırala	Alıntı yapanlar Alıntı yapanlar	Yıl
Does training on self-regulated learning facilitate students' learning with hypermedia? R Azevedo, JG Cromley Journal of educational psychology 96 (3), 523, 2004	1239	2004
Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning R Azevedo Educational psychologist 40 (4), 199-209, 2005	877	2005
Scaffolding self-regulated learning and metacognition–Implications for the design of computer-based scaffolds R Azevedo, AF Hadwin Instructional science 33 (5/6), 367-379, 2005	728	2005
Testing and refining the direct and inferential mediation model of reading comprehension. JG Cromley, R Azevedo Journal of educational psychology 99 (2), 311, 2007	725	2007
Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? R Azevedo, JG Cromley, D Seibert Contemporary educational psychology 29 (3), 344-370, 2004	672	2004
A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions JA Greene, R Azevedo Review of educational research 77 (3), 334-372, 2007	601	2007
Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? R Azevedo, DC Moos, JA Greene, FI Winters, JG Cromley Educational Technology Research and Development 56 (1), 45-72, 2008	533	2008
A meta-analysis of the effects of feedback in computer-based instruction R Azevedo, RM Bernard Journal of Educational Computing Research 13 (2), 111-127, 1995	530	1995
The role of self-regulated learning in fostering students' conceptual understanding of complex systems with hypermedia R Azevedo, JT Guthrie, D Seibert Journal of Educational Computing Research 30 (1-2), 87-111, 2004	471	2004
Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia R Azevedo, JG Cromley, FI Winters, DC Moos, JA Greene Instructional science 33 (5), 381-412, 2005	440	2005
Computer environments as metacognitive tools for enhancing learning R Azevedo Educational Psychologist 40 (4), 193-197, 2005	418	2005
Understanding complex systems: Some core challenges CE Hmelo-Silver, R Azevedo The Journal of the learning sciences 15 (1), 53-61, 2006	391	2006
Learning with computer-based learning environments: A literature review of computer self-efficacy DC Moos, R Azevedo Review of educational research 79 (2), 576-600, 2009	389	2009
A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system JA Greene, R Azevedo Contemporary educational psychology 34 (1), 18-29, 2009	386	2009
Measuring cognitive and metacognitive regulatory processes during hypermedia learning: Issues and challenges R Azevedo, DC Moos, AM Johnson, AD Chauncey Educational psychologist 45 (4), 210-223, 2010	377	2010
Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions JA Greene, R Azevedo, J Torney-Purta Educational Psychologist 43 (3), 142-160, 2008	362	2008
Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion R Azevedo Metacognition and Learning 4 (1), 87-95, 2009	354	2009
Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues R Azevedo Educational psychologist 50 (1), 84-94, 2015	352	2015
Teaching and learning in technology-rich environments. SP Lajoie, R Azevedo Lawrence Erlbaum Associates Publishers, 2006	340	2006
Self-regulated learning with hypermedia: The role of prior domain knowledge DC Moos, R Azevedo Contemporary Educational Psychology 33 (2), 270-298, 2008	306	2008

Sistem, işlemi şu anda gerçekleştiremiyor. Daha sonra yeniden deneyin.

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