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020 _a9781441955463
_9978-1-4419-5546-3
024 7 _a10.1007/978-1-4419-5546-3
_2doi
050 4 _aLB5-3640
072 7 _aJNT
_2bicssc
072 7 _aJMRL
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aEDU044000
_2bisacsh
082 0 4 _a371.3
_223
100 1 _aAzevedo, Roger.
_eeditor.
245 1 0 _aInternational Handbook of Metacognition and Learning Technologies
_h[electronic resource] /
_cedited by Roger Azevedo, Vincent Aleven.
264 1 _aNew York, NY :
_bSpringer New York :
_bImprint: Springer,
_c2013.
300 _aLII, 721 p. 115 illus., 81 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringer International Handbooks of Education,
_x2197-1951 ;
_v28
520 _aEducation in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area. Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning. Identifies features designed to study or support metacognitve/SRL behaviors. Reviews how its specific theory or model addresses learners' metacognitive/SRL processes. Provides detailed findings on its effectiveness toward learning. Discusses its implications for the design of metacognitive tools. Examines any theoretical, instructional, or other challenges. These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.
650 0 _aEducation.
650 0 _aArtificial intelligence.
650 1 4 _aEducation.
650 2 4 _aLearning & Instruction.
650 2 4 _aArtificial Intelligence (incl. Robotics).
700 1 _aAleven, Vincent.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781441955456
830 0 _aSpringer International Handbooks of Education,
_x2197-1951 ;
_v28
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4419-5546-3
912 _aZDB-2-SHU
999 _c94445
_d94445