Abstract
We set the stage for this chapter by recapitulating Winne and Hadwin’s (1998) model of self-regulated learning and identifying three obstacles learners face when they strive to effectively self-regulate learning autonomously. In this context, we provide an overview of the nStudy software system, a web application that offers learners a wide array of tools for identifying and operating on information they study. We designed nStudy to be a laboratory for learners and researchers alike to explore learning skills, metacognition and self-regulated learning. As learners use nStudy’s tools to study information in the Internet or researchers’ specially prepared HTML material, nStudy logs fine-grained, time-stamped trace data that reflect the cognitive and metacognitive events in self-regulated learning. Next steps in work on the nStudy system are to add tools learners that provide feedback they can use to advance personal programs of research on improving learning skills and gainfully self-regulating learning.
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Notes
- 1.
Researchers far more commonly use the term strategies in this regard but we perceive these cognitive scripts typically provide meager opportunity for strategic judgment; see Winne (2011). Hence, we use a term that reflects a more straightforward If–Then architecture with less complexity, namely, tactics.
- 2.
A mod-click is a right-click in the Windows operating systems and a control-click in the Apple operating system.
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Acknowledgments
Support for this research was provided by grants to Philip H. Winne from the Social Sciences and Humanities Research Council of Canada (410-2007-1159 and 512-2003-1012), the Canada Research Chair Program and Simon Fraser University; and to Allyson F. Hadwin and Philip H. Winne from the Social Sciences and Humanities Research Council of Canada (410-2008-0700).
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Winne, P.H., Hadwin, A.F. (2013). nStudy: Tracing and Supporting Self-Regulated Learning in the Internet. In: Azevedo, R., Aleven, V. (eds) International Handbook of Metacognition and Learning Technologies. Springer International Handbooks of Education, vol 28. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5546-3_20
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