self-regulated inquiry with networked resources

Clicks: 132
ID: 161973
2003
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Popular
Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Abstract
Abstract. In the context of continued growth in the accessibility of information through the internet, recent advances in theories of self-regulated learning present an opportunity to reexamine how learners work with networked resources in constructivist approaches such as problem-based learning, project-based learning, and collaborative problem solving. We present a Resource Inquiry model consisting of five stages: (1) Set resource inquiry goals, (2) Plan for resource study, (3) Search and select resources, (4) Study and assess new knowledge, and (5) Critique and recommend resources. Our model informs designers of online tools about how to support learners' cognitive and metacognitive strategies when learning activities involve interacting with networked resources.
Reference Key
nesbit2003canadianself-regulated Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;John C. Nesbit;Philip H. Winne
Journal clinical & translational oncology : official publication of the federation of spanish oncology societies and of the national cancer institute of mexico
Year 2003
DOI
10.21432/T2S899
URL
Keywords

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

No comments yet. Be the first to comment on this article.