Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning

Authors:
Jeffrey Alan Greene;Cheryl Mason Bolick;Jane Robertson
Affiliations:
University of North Carolina at Chapel Hill, CB#3500, Peabody Hall, Chapel Hill, NC 27599, United States;University of North Carolina at Chapel Hill, CB#3500, Peabody Hall, Chapel Hill, NC 27599, United States;University of North Carolina at Chapel Hill, CB#3500, Peabody Hall, Chapel Hill, NC 27599, United States
Venue:
Computers & Education
Year:
2010

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Abstract

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).