Interactive text processing by inexperienced (hyper-) readers
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International Journal of Man-Machine Studies
Computers in Human Behavior
Computers in Human Behavior
Interacting with hypertext: a meta-analysis of experimental studies
Human-Computer Interaction
Discussion: Instructional interventions to enhance collaboration in powerful learning environments
Computers in Human Behavior
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Computers in Human Behavior
Computers in Human Behavior
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Personalisation of Learning in Virtual Learning Environments
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Guiding students' online complex learning-task behavior through representational scripting
Computers in Human Behavior
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AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
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The influence of student characteristics on the use of adaptive e-learning material
Computers & Education
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UMAP'10 Proceedings of the 18th international conference on User Modeling, Adaptation, and Personalization
A self-regulator for navigational learning in hyperspace
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
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E-learning and market orientation in higher education
Education and Information Technologies
Mobile messages as a tool to stimulate learning activities
ACE '11 Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114
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Self-regulated learning with the Internet or hypermedia requires not only cognitive learning strategies, but also specific and general meta-cognitive strategies. The purposes of the Study2000 project, carried out at the TU Dresden, were to develop and evaluate authoring tools that support teachers and students in web-based learning and instruction. This paper presents how the authoring tools of the Study2000 project can implement psychologically sound measures to promote (a) active and elaborated learning activities and (b) meta-cognitive activities in a web-based learning environment. Furthermore, it describes a study involving 72 university students in the use of such a web-based learning environment in a self-regulated learning setting at the university level. Results show that students spent almost 70% of their study time with texts, 11% with learning tasks and 12% with the active and elaborated learning tools, whereas meta-cognitive aids where hardly used (