nStudy: Tracing and Supporting Self-Regulated Learning in the Internet

  • Philip H. Winne
  • Allyson F. Hadwin
Part of the Springer International Handbooks of Education book series (SIHE, volume 28)


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.


Information Item Basic Note Trace Data Personal Research Metacognitive Monitoring 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



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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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.Simon Fraser UniversityBurnabyCanada
  2. 2.University of VictoriaVictoriaCanada

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