Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning

Detangling the Interrelationships Between Self-Regulation and Ill-Structured Problem Solving in Problem-Based Learning

“…In other words, a state of coherence is lacking in the learner's understanding of the causes that explain why an event occurred (Poitras & Lajoie, 2013). In such a case, performing inquiries into the causes of a historical event is an ill-structured problem-solving task with the purpose of reinstating coherence in understanding (Greene, Bolick, & Robertson, 2010;Poitras & Lajoie, 2013). Th rough their conceptualization and review of empirical studies, Poitras and Lajoie (2013) presented a detailed account of the self-regulatory processes in historical inquiry, which enabled us to analyze historical inquiry processes according to our model.…”

“…For IPS, the tasks include implementing queries, scanning search results, identifying relevant websites, close reading, organizing and integrating information, and compiling a response or presentation (Brand-Gruwel et al, 2005). For historical inquiry, the tasks may involve searching and reading information, formulating explanations, and corroborating information (Greene et al, 2010;Poitras & Lajoie, 2013). In science inquiry, the learner needs to systematically manipulate variables, make observations, and gather, analyze, and interpret data (van Joolingen & de Jong, 2007).…”

A domain-specific account of self-regulated learning: the cognitive and metacognitive activities involved in learning through historical inquiry

“…This stands in stark contrast to the IPT model of SRL, which defines operations by distinguishing between simple (i.e., SMART processes) and acquired tactics and strategies. These operations are typically conceived as text-studying strategies that are applicable across domains, such as summarizing information from text and elaborating on its content (see Greene et al 2010). Although a disciplinary-based strategy such as contextualizing evidence could be decomposed in terms of simple operations or incorporated as part of acquired tactics and strategies, a unifying framework that clearly delineates the levels and definitions of such operations on the basis of empirical evidence has yet to be outlined.…”

“…Available evidence obtained from a single empirical study using the IPT model of SRL suggests that students face significant challenges in regulating certain aspects of their learning while studying historical texts (Greene et al 2010). Students engage less often in planning and monitoring activities, even though planning was found to predict gains in declarative knowledge.…”

Developing an agent-based adaptive system for scaffolding self-regulated inquiry learning in history education

“…Students experience difficulties in regulating their own learning while studying historical events as they fail to monitor their own progress, set appropriate goals, and make necessary adaptations through the use of tactics and strategies (Greene et al 2010;). As such, we examine how students regulate their own learning in the context of the MetaHistoReasoning tool (MHRt), a single-agent system that is designed as a metacognitive tool, by modelling how the requisite SRL skills are acquired, practiced, and refined.…”