Daniel C. Moos

TL;DR: In this paper, the authors examined how self-regulated learning and externally-facilitated selfregulated learning (ERL) differentially affected adolescents' learning about the circulatory system while using hypermedia.

TL;DR: Findings revealed that learners in both the AS and NS conditions gained significantly more declarative knowledge than did those in the FS condition, and the AS condition was associated with shift in learners’ mental models significantly more than the other conditions.

TL;DR: This work describes a scenario illustrating the complex nature of SRL processes during learning with hypermedia, and provides theoretically driven assumptions regarding the use of several cognitive methodologies, including concurrent think aloud protocols, and several examples of empirical evidence regarding the advantages of treating SRL as an event.

TL;DR: This literature review synthesizes research that has empirically examined factors related to computer self-efficacy and the relationship between computerSelf efficacy, learning outcomes, and learning processes with CBLEs to indicate that behavioral and psychological factors are positively related toComputer self- efficacy.

TL;DR: In this paper, the authors examined the relationship between prior domain knowledge and self-regulated learning with hypermedia and found that prior knowledge is positively related to participants' monitoring and planning and negatively related to their use of strategies during the hypermedia learning task.