完整後設資料紀錄
DC 欄位語言
dc.contributor.authorHsu, Ying-Shaoen_US
dc.contributor.authorWang, Chia-Yuen_US
dc.contributor.authorZhang, Wen-Xinen_US
dc.date.accessioned2018-08-21T05:54:02Z-
dc.date.available2018-08-21T05:54:02Z-
dc.date.issued2017-07-01en_US
dc.identifier.issn0747-5632en_US
dc.identifier.urihttp://dx.doi.org/10.1016/j.chb.2016.10.004en_US
dc.identifier.urihttp://hdl.handle.net/11536/145515-
dc.description.abstractThe aim of this study was to develop and examine supports for inquiry practices in computer-based learning environments (CBLEs). Two kinds of supports for inquiry practices were developed, namely cognitive and metacognitive prompts. We employed a multiple case study design to analyze students' metacognitive reactions to these two kinds of prompts and the fading effect on the regulation process using a sequential analysis technique. The results of this study indicate that the high level inquiry group performed not only more metacognitive actions of monitoring and evaluating, but also performed them in different sequences than the less successful students (the middle and low level inquiry groups) during the prompted inquiry tasks. The sequential analysis in this study identified the students' crucial learning patterns of successful inquiry practices in both the structured and guided inquiry stages. The findings can be used to explore the possible alignment between scaffolding and learning behaviors, and the mechanism of fading for inquiry-based learning in CBLEs. (C) 2016 Elsevier Ltd. All rights reserved.en_US
dc.language.isoen_USen_US
dc.subjectMetacognitionen_US
dc.subjectInquiryen_US
dc.subjectPromptsen_US
dc.subjectTechnology-enhanced learningen_US
dc.subjectSequential analysisen_US
dc.titleSupporting technology-enhanced inquiry through metacognitive and cognitive prompts: Sequential analysis of metacognitive actions in response to mixed promptsen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.chb.2016.10.004en_US
dc.identifier.journalCOMPUTERS IN HUMAN BEHAVIORen_US
dc.citation.volume72en_US
dc.citation.spage701en_US
dc.citation.epage712en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000401395200069en_US
顯示於類別:期刊論文