Table 1

Summary Table for Articles Investigating Self-Regulated Learning with Computer-Based Learning Environments

Citation / Domain / CBLE / Participants / Design / IV / DV / Theory/ Model of SRL / Measure of SRL
Azevedo & Cromley (2004) / Science / Hypermedia encyclopedia / N=131 undergrad / Experimental / SRL training vs. no training / SRL processes
Mental model / Pintrich (2000)
framework / Process data – think aloud
Azevedo, Cromley, & Seibert (2003) / Science / Hypermedia encyclopedia / N=51 undergrad / Experimental / Adaptive vs. fixed vs. no scaffolding for SRL and concepts / SRL processes
Mental model / Pintrich (2000)
framework / Process data – think aloud
Azevedo, Guthrie, & Seibert (2004) / Science / Hypermedia encyclopedia / N=24 undergrad / Quasi-experimental / High jump in conceptual understanding vs. low jump in conceptual understanding / SRL processes
Mental model / Pintrich (2000)
framework / Process data – think aloud
Azevedo, Winters & Moos (2004) / Science / Simulation
environment / N=49 high school / Naturalistic / SRL behaviors (collaborative)
Conceptual understanding / Pintrich (2000)
framework / Process data – discourse (collaborative)
Dabbagh & Kitsantes (2005) / Educational Technology / Web-based course / N=65 undergrad / Naturalistic / SRL processes
Use of support tools / Social Cognitive – Zimmerman (2000) / Self-report questionnaires
De Jong, Kollöffel, Van der Meijden, Staarman, & Janssen, (2005) / 1)Visual Art
2) Literacy / Computer-supported collaborative learning environment / 1) N=6 high school
2) N=28 middle school / Naturalistic / SRL activities and strategies / Not specified / Process data – chat logs (collaborative)
Eom & Reiser (2000) / Social Studies / Computer-based instructional program / N=37 middle school / Experimental / Learner control vs. program control
SRL strategy skills / Learning achievement
Level of motivation
Number of events / Social Cognitive / Self-report questionnaire
Greene & Azevedo (2007) / Science / Hypermedia encyclopedia / N=148 middle school / Quasi-experimental / Mental model shift / SRL processes
Mental model / Pintrich (2000)
framework / Process data – think aloud
Greene, Moos, Azevedo, & Winters (2008) / Science / Hypermedia encyclopedia / N=98 middle school / Quasi-experimental / Gifted vs. grade level / SRL processes
Mental model / Pintrich (2000)
framework / Process data – think aloud
Jarvela & Salovaara (2004) / Science / Computer-supported collaborative learning environment / N=18 high school / Naturalistic, longitudinal / Motivational goals
Interpretations of cognitive learning strategies / Social-Cognitive / Self-report interview
Joo, Bong, & Choi (2000) / Science / Web-based instructional program / N=152 middle school / Naturalistic, correlational / Self-efficacy for SRL
Academic self-efficacy
Strategy use
Internet self-efficacy
Learning outcome / Social-Cognitive / Self-report questionnaires
Kauffman (2004) / Statistics / Web-based instructional program / N=119 undergrad / 2 X 2 X 2
Experimental / Matrix note-taking support vs. free-form;
Self-monitoring prompts vs. no prompts;
Self-efficacy feedback vs. no feedback / Academic self-efficacy
Metacognitive awareness
Note taking
Knowledge / Not specified / Self-report questionnaire
Kramarski & Gutman (2006) / Mathematics / E-learning environment / N=65 high school / Experimental / E-learning w/IMPROVE (self-metacognitive questioning) vs. without / SRL processes
Mathematical explanations / Not specified / Self-report questionnaire
Kramarski & Hirsch (2003) / Mathematics / Computerized algebra system / N=43 middle school / Experimental / Explicit metacognitive SRL with computer algebra systems (CAS) vs. CAS without SRL / SRL processes
Algebraic thinking / Not specified / Self-report questionnaire
Process data -think-aloud (collaborative)
Kramarski & Mizrachi (2006a) / Mathematics / E-learning environment
with online discussion / N=86 middle school / Experimental / E-learning w/IMPROVE (self-metacognitive questioning) vs. without / SRL processes
Mathematical literacy / Not specified / Self-report questionnaire
Kramarski & Mizrachi (2006b) / Mathematics / E-learning environment with online discussion / N=43 middle school / Experimental / E-learning w/IMPROVE (self-metacognitive questioning) vs. without / SRL processes
Problem solving / Not specified / Self-report questionnaire
MacGregor (1999) / Science / Hypermedia learning environment / N=4 middle school
N=6 high school / Naturalistic / Prior knowledge
Self-regulation (locus of control)
Need for cognition
Navigation strategies and patterns / Not specified / Self-report questionnaire
Think-aloud and video data
McManus (2000) / Instructional Technology / Hypermedia learning environment / N=119 undergrad / 2 X 2 X 2
Quasi-experimental / Low vs. high SRL
Linear vs. nonlinear organization
Advanced organizer vs. no advanced organizer / Learning outcome / Not specified / Self-report questionnaire
Moos & Azevedo (2007a) / Science / Hypermedia
encyclopedia / N=37 undergrad / Experimental / Conceptual scaffolding vs. no conceptual scaffolding / Self-efficacy
SRL processes
Mental model / Pintrich (2000)
framework / Think-aloud data
Moos & Azevedo (2007b) / Science / Hypermedia
encyclopedia / N=49 undergrad / Quasi-experimental / Prior knowledge / SRL processes / Pintrich (2000)
framework / Think-aloud data
Moos & Azevedo (2006) / Science / Hypermedia
encyclopedia / N=60 undergrad / Experimental / Mastery vs. performance-approach vs. performance avoidance goal structure / SRL processes
Mental model / Pintrich (2000)
framework / Think-aloud data
Narciss, Proske, & Koerndle (2007) / Psychology / Web-based instructional program / N=72 undergrad / Naturalistic,
Correlational / Frequency of use of embedded tools
Correctness of tasks / Not specified / Trace data
Nesbit, et al. (2006) / Educational Psychology / Multimedia learning kit with gStudy as support / N=307 undergrad / Naturalistic,
Correlational / Goal orientation
Cognitive engagement / Winne & Hadwin (1998) / Self-report questionnaire
Trace data
Proske, Narciss, & Koerndle (2007) / Psychology / Web-based learning environment / N=105 undergrad / Naturalistic,
Correlational / Learning strategies
Learning activities
Achievement during learning
Post-test achievement
Enjoyment / Not specified / Self-report questionnaires
Trace data
Salovaara (2005) / Literature / Computer-supported collaborative learning environment / N=26 middle school / Quasi-experimental, longitudinal / Computer supported collaborative learning (CSCL) vs. conventional instruction / Cognitive strategy use / Pintrich (2000)
framework / Self-report interview
Schunk & Ertmer (1999) / Educational Technology / Computer-based instructional program / 1) N=44 undergrad
2) N=33 undergrad / Experimental / 1) Goal condition (process vs. product) (#1)
2) Self-evaluation vs. no self-evalution, plus goal condition / Self-efficacy
Self-regulatory competence
Strategy use
Achievement
Self-judged learning progress / Social Cognitive / Self-report questionnaire
Stahl, Pieschl, & Bromme (2006) / Science / Hypermedia information system / N=72 undergrad / Naturalistic, correlational / Epistemological beliefs
SRL (metacognition) / Winne &Hadwin (1998) / Self-report questionnaire
Van den Boom, G., Paas, F., van Merriënboer, J., & van Gog, T. (2004) / Psychology / Web-based learning environment / N=42 undergrad / 2 X 2
Experimental / SRL reflection prompts vs. non-SRL reflection prompts
Tutor feedback vs. no tutor feedback / Self-regulated learning competence
Learning performance / Social Cognitive / Self-report questionnaire
Whipp & Chiarelli (2004) / Educational Technology / Web-based course / N=6 undergrad / Naturalistic / SRL strategies / Social Cognitive / Self-report interviews and journals
Williams & Hellman (2004) / Variety of domains (online courses) / Web-based course / N=708 undergrad / Quasi-experimental / Parent education level (first-generation vs. second-generation college students) / Self-regulation behaviors for online learning / Social Cognitive / Self-report questionnaire
Winne & Jamieson-Noel (2002) / Science / Software system for authoring instructional presentations / N=69 undergrad / Naturalistic, correlational / Study tactics
Achievement
Calibration / Winne & Hadwin (1998) / Self-report questionnaire
Trace data
Winters & Azevedo (2005) / Science / Simulation
environment / N=62 high school / Quasi-experimental / Prior Knowledge / SRL processes
Conceptual Understanding / Pintrich (2000)
framework / Process data – discourse (collaborative)
Young (1996) / Social Studies / Computer-based instructional program / N=26 middle school / 2 X 2
Quasi-experimental / Learner control vs. program control
SRL skills / Conceptual understanding
Time
Number of events / Social cognitive / Self-report questionnaire