Open AccessSelf-Regulated Inquiry with Networked Resources
Author(s) -
John C. Nesbit,
Philip H. Winne
Publication year - 2003
Publication title -
canadian journal of learning and technology
Language(s) - English
Resource type - Journals
eISSN - 1499-6685
pISSN - 1499-6677
DOI - 10.21432/t2s899
Subject(s) - knowledge management , metacognition , resource (disambiguation) , context (archaeology) , collaborative learning , computer science , the internet , educational technology , constructivist teaching methods , plan (archaeology) , set (abstract data type) , cognition , cooperative learning , self regulated learning , networked learning , mathematics education , psychology , teaching method , world wide web , computer network , paleontology , history , archaeology , neuroscience , biology , programming language
. 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.