Hypermedia and cognition: designing for comprehension
Communications of the ACM
User Modeling and User-Adapted Interaction
Promoting self-regulated learning in web-based learning environments
Computers in Human Behavior
Developing Navigation Planning Skill with Learner-Adaptable Scaffolding
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
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Self-directed learning with hypertext-based resources involves navigating the hyperspace to construct knowledge, which requires learners to self-regulate their navigational learning process. Such self-regulation also involves planning the navigation process and reflecting on the knowledge construction process. However, it is hard for them to achieve the self-regulation process since it is concurrent with the navigational learning process. The main issue addressed in this paper is how to promote the self-regulation process and to improve the coordination between navigational learning process and its self-regulation process in hyperspace, which includes coordinating two different self-regulation processes: navigation planning and reflection. Our approach to this issue is to provide learners with a cognitive tool called self-regulator with which they can reify these coordination processes with self-regulation history. The results of the case study we have conducted suggest that the self-regulator can promote learners' self-regulation process to enhance the efficiency and effectiveness of their navigational learning process.