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Using an Information Problem-Solving Model as a Metacognitive Scaffold for Multimedia-Supported Information-Based Problems
16 references·0 citing·42 second hop
Using an Information Problem-Solving Model as a Metacognitive Scaffold for Multimedia-Supported Information-Based Problems (2003)Using an Information Problem-Solving Mode…Handbook of Reading Research (2016)Handbook of Reading ResearchInstructional-design Theories and Models (2013)Instructional-design Theories…Book Review: M. Elizabeth Graue and Daniel J. Walsh (1998). Studying Children in Context: Theories, Methods, and Ethics.Thousand Oaks, California: Sage Publications (2001)Book Review: M. Elizabeth Gra…Implementation and evaluation of a student-centered learning unit: A case study (2000)Implementation and evaluation…Cognitive requirements for learning with open-ended learning environments (2000)Cognitive requirements for le…Information Power:Building Partnerships for Learning (1999)Information Power:Building Pa…Grounded practice and the design of constructivist learning environments (1997)Grounded practice and the des…Cognitive strategies and learning from the world wide web (1997)Cognitive strategies and lear…Seeking Meaning: A Process Approach to Library and Information Services (1994)Seeking Meaning: A Process Ap…Information Problem Solving: The Big Six Skills Approach to Library & Information Skills Instruction. (1990)Information Problem Solving: …Cognitive Functioning and Social Structure Over the Life Course. (1989)Cognitive Functioning and Soc…Enhancing Instructional Time Through Attention to Metacognition (1987)Enhancing Instructional Time …Metacognitive skills and reading (1984)Metacognitive skills and read…Academic Work (1983)Academic WorkLearning to Learn: On Training Students to Learn from Texts (1981)Learning to Learn: On Trainin…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Case Study Research: Design and Methods (1984)Naturalistic inquiry (1985)Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction (2000)Predictors for Student Success in an Online Course (2007)Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses (2008)Toward a model of text comprehension and production. (1978)Process analytic models of creative capacities (1991)Reciprocal Teaching: A Review of the Research (1994)Learning by Expanding (2014)Theoretical Issues in Reading Comprehension (2017)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Situated Cognition and the Culture of Learning (1989)The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia (2004)Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia (2005)The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment (2006)How We Think (1910)Two Types of Convention in Indirect Speech Acts (1978)What Classroom Observations Reveal About Reading Comprehension Instruction (1978)Anxiety and Performance: The Processing Efficiency Theory (1992)Assessing students' metacognitive awareness of reading strategies. (2002)How literacy in its fundamental sense is central to scientific literacy (2003)Psychology of Learning and Motivation (1975)Theoretical Models and Processes of Reading (1987)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)The Role of Goal Orientation in Self-Regulated Learning (2000)The Power of Feedback (2007)Human Information Behavior (2000)Critical Information Literacy: Implications for Instructional Practice (2006)Information Behavior and Information Practice: Reviewing the “Umbrella Concepts” of Information‐Seeking Studies (2007)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Places for Children – Children’s Places (2004)Listening to and involving young children: a review of research and practice (2005)Making meaning: children’s perspectives expressed through drawings (2009)Activity theory as a framework for designing constructivist learning environments (1999)Where's the evidence that active learning works? (2006)Phases of inquiry-based learning: Definitions and the inquiry cycle (2015)The Impact of Classroom Evaluation Practices on Students (1988)School Engagement: Potential of the Concept, State of the Evidence (2004)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1994Seeking Meaning: A Process Approach to Library and Information Services1,536 cited
  • 1984Metacognitive skills and reading1,236 cited
  • 2016Handbook of Reading Research1,147 cited
  • 2013Instructional-design Theories and Models1,075 cited
  • 1981Learning to Learn: On Training Students to Learn from Texts773 cited
  • 1983Academic Work757 cited
  • 1997Cognitive strategies and learning from the world wide web376 cited
  • 2000Cognitive requirements for learning with open-ended learning environments311 cited
  • 2001Book Review: M. Elizabeth Graue and Daniel J. Walsh (1998). Studying Children in Context: Theories, Methods, and Ethics.Thousand Oaks, California: Sage Publications291 cited
  • 1989Cognitive Functioning and Social Structure Over the Life Course.272 cited
  • 1997Grounded practice and the design of constructivist learning environments228 cited
  • 2000Implementation and evaluation of a student-centered learning unit: A case study219 cited
  • 1999Information Power:Building Partnerships for Learning190 cited
  • 1990Information Problem Solving: The Big Six Skills Approach to Library & Information Skills Instruction.

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174 cited
  • 1987Enhancing Instructional Time Through Attention to Metacognition151 cited
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