The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia

  • Authors:

  • Amy M. Witherspoon;Roger Azevedo;Sidney D'Mello

  • Affiliations:

  • Department of Psychology, The University of Memphis, and Institute for Intelligent Systems, The University of Memphis, Memphis, TN 38152;Department of Psychology, The University of Memphis, and Institute for Intelligent Systems, The University of Memphis, Memphis, TN 38152;Department of Computer Science, The University of Memphis, and Institute for Intelligent Systems, The University of Memphis, Memphis, TN 38152

  • Venue:
  • ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
  • Year:
  • 2008

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Abstract

This paper examines the dynamics of college students' self-regulatory processes within self-regulated learning (SRL) and externally-regulated learning (ERL) episodes during hypermedia learning. We re-analyzed and extended the results from an original study recently conducted by Azevedo and colleagues [1] to address four questions related to adaptivity, based on the temporal and dynamic deployment of self-regulatory processes by learners and human tutors in fostering complex science learning with hypermedia. Our questions include: (1) How does access to a human tutor affect the deployment of various SRL processes during learning?; (2) Which transitions between self-regulatory processes are more likely to occur within SRL and ERL?; (3) Which transitions between SRL classes are more likely or less likely to occur with SRL and ERL learning episodes?; (4) Are there significant correlations between learners' observed likelihood of transitions (between SRL processes) and learning outcomes? Lastly, we discuss implications for the design of MetaTutor, an adaptive hypermedia learning environment.