Teknolojileri

Özdüzenleyici Öğrenmeyi Destekleyen Çevrimiçi Öğrenme Ortamları 513
Shimoda, T.A., White, B.Y., ve Frederiksen, J.R. (2002). Student goal orientation in learning
inquiry skills with modifiable software advisors. Science Education, 86(2), 244-263.
Steffens, K. (2006). Self-Regulated Learning in Technology-Enhanced Learning Environments:
lessons of a European peer review. European Journal of Education, 41, 353-379.
Terry, K. P., ve Doolittle, P. (2006). Fostering Self-Regulation in Distributed Learning. College
Quarterly, 9(1). http://files.eric.ed.gov/fulltext/EJ835336.pdf
Torkzadeh, G., Chang, C.J., ve Demirhan, D. (2006). A contingency model of computer and
internet self-efficacy. Information ve Management, 43(4), 541-550.
Waits, T., ve Lewis, L. (2003). Distance Education at Degree-Granting Postsecondary Institutions:
2000–2001 (NCES 2003-017). Washington, DC: U.S. Department of Education, National
Center for Education Statistics.
Wang, S.L., ve Lin, S.S. (2007). The application of social cognitive theory to web‐based learning
through NetPorts. British Journal of Educational Technology, 38(4), 600-612.
Whipp, J.L. ve Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational
Technology Research and Development, 52(4), 5-22.
Whipp, J.L., ve Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational
technology research and development, 52(4), 5-21.
White, B.Y, ve Frederiksen, J. (2005). A theoretical framework and approach for fostering metacognitive
development. Educational Psychologist, 40(4), 211-223.
White, B.Y. (1993). ThinkerTools: Causal models, conceptual change, and science education.
Cognition and instruction, 10 (1), 1-100.
White, B.Y., ve Frederiksen, J.R. (1998). Inquiry, modeling, and metacognition: Making science
accessible to all students. Cognition and instruction, 16(1), 3-118.
White, B.Y., Shimoda, T.A., ve Frederiksen, J.R. (1999). Enabling students to construct theories
of collaborative inquiry and reflective learning: Computer support for metacognitive development.
International Journal of Artificial Intelligence in Education (IJAIED), 10, 151-182.
Winne, P. H., Nesbit, J.C., Kumar, V., ve Hadwin, A.F., Lajoie, S.P., Azevedo, R., ve Perry, N.E.
(2006). Supporting self-regulated learning with gStudy software: The Learning Kit project.
Technology. Instruction, Cognition and Learning, 3, 105-113.
Winne, P.H. (1982). Minimizing the black box problem to enhance the validity of theories about
instructional effects. Instructional Science, 11, 13-28.
Winne, P.H., ve Hadwin, A.E (1998). Studying as self-regulated learning. D.J. Hacker, J.Dunlosky,
ve A.C. Graesser(Eds.), Metacognition is educational theory and practice içinde(279-306).
Hillsdale, NJ: Erlbaum.
Winne, P.H., ve Perry, N.E. (2000). Measuring self-regulated learning. Boekaerts, M., Pintrich,
P., ve Zeidner, M. (Eds.), Handbook of selfregulation içinde(531–566). Orlando, FL: Academic
Press.
Winne, P.H., (2005). Key issues on modeling and applying research on self-regulated learning,
Applied Psychology. 54(2), 232–238.