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- Vol 4 RE: Chapter 11
- Vol 7 PE: App D
- Vol 7 RE: Chapter 7, App D
self-regulated learning traininghypermedia learningmental model changemetacognitive strategiesverbal protocolsconceptual understandingJournal article Evidence summaryAt a glance
Azevedo and Cromley tested whether explicit self-regulated learning training improves learning from hypermedia. They randomly assigned 131 undergraduates to a training or control condition before students used a hypermedia environment to learn about the circulatory system.
Key ideas
The intervention provided 30 minutes of instruction in specific, research-based regulatory processes; the control group received no such training. Pretests, posttests, and verbal protocols captured both conceptual change and learners' activity during study. Students who received training showed significantly greater shifts toward more sophisticated mental models. Their verbal protocols connected this advantage to use of the strategies taught in training.
Why it matters
The study demonstrates that learners do not necessarily regulate effectively merely because a digital environment permits flexible navigation. Brief, targeted instruction can change how students plan, monitor, and process information, with measurable effects on conceptual understanding.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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