Technology, Instruction, Cognition and Learning
Volume 3, Number 1, pp. 105-113.

Supporting Self-Regulated Learning with
gStudy Software: The Learning Kit Project

Philip H. Winne, John C. Nesbit, Vive Kumar, Allyson F. Hadwin, Susanne P. Lajoie, Roger A. Azevedo, and Nancy E. Perry

Abstract
Learners cognitively mediate features of instructional design as they choose whether and how to apply study tactics signaled by features of instructional design. They strive to optimize achievements relative to their goals. That is, learners self-regulate learning. In this article, we describe two goals for software being developed in Learning Kit Project. First, we aim to build scaffolds learners can use to (a) systematically develop expertise in study tactics and (b) better coordinate their use of study tactics with features of instructional designs, i.e., to pull up self-regulated learning by its bootstraps. Second, our software is designed to gather and analyze data on the fly about the effects and the effectiveness of (a) features of instructional designs as these are mediated by (b) learners’ cognitive engagements with those features under (c) varying conditions of learning. In this article, we describe the current state of the project on these dimensions.

Keywords
concept map, graphic organizer, knowledge map, meta-analysis, nodelink map.

Citation
Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S. P., Azevedo, R. A., & Perry, N. E. (2006). Supporting self-regulated learning with gStudy software: The Learning Kit Project. Technology, Instruction, Cognition and Learning, 3(1), 105-113.

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