Instructional Science

, Volume 33, Issue 5, pp 367–379

Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds


DOI: 10.1007/s11251-005-1272-9

Cite this article as:
Azevedo, R. & Hadwin, A.F. Instr Sci (2005) 33: 367. doi:10.1007/s11251-005-1272-9

Copyright information

© Springer 2005

Authors and Affiliations

  1. 1.Department of Human DevelopmentUniversity of MarylandCollege ParkUSA
  2. 2.Department of Educational Psychology and Leadership StudiesUniversity of VictoriaVictoriaCanada