Daniel C. Moos
Gustavus Adolphus College
40 Papers
318 Citations
Daniel C. Moos is an academic researcher from Gustavus Adolphus College. The author has contributed to research in topics: Self-regulated learning & Hypermedia. The author has an hindex of 23, co-authored 40 publications. Previous affiliations of Daniel C. Moos include University of Maryland, College Park.
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Papers
Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?
TL;DR: In this paper, the authors examined how self-regulated learning and externally-facilitated selfregulated learning (ERL) differentially affected adolescents' learning about the circulatory system while using hypermedia.
Measuring Cognitive and Metacognitive Regulatory Processes during Hypermedia Learning: Issues and Challenges.
TL;DR: This work describes a scenario illustrating the complex nature of SRL processes during learning with hypermedia, and provides theoretically driven assumptions regarding the use of several cognitive methodologies, including concurrent think aloud protocols, and several examples of empirical evidence regarding the advantages of treating SRL as an event.
308
Self-regulated learning with hypermedia : The role of prior domain knowledge
Daniel C. Moos,Roger Azevedo +1 more
TL;DR: In this paper, the authors examined the relationship between prior domain knowledge and self-regulated learning with hypermedia and found that prior knowledge is positively related to participants' monitoring and planning and negatively related to their use of strategies during the hypermedia learning task.
245
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role
Daniel C. Moos,Alyssa Ringdal +1 more
TL;DR: In this paper, the authors examine research that has used the Self-Regulated Learning (SRL) theory to consider the broad question of how teachers support students' development and use of these learning processes.
Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds
Daniel C. Moos,Roger Azevedo +1 more
TL;DR: Results indicated that participants from both conditions reported higher levels of self-efficacy immediately before the hyper media learning task, and that they decreased their use of SRL processes related to monitoring as they progressed through the hypermedia learning task.
137