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008			150903s2013 xxu| o |||| 0|eng d
020			_a9781441955463 _99781441955463
024	7		_a10.1007/9781441955463 _2doi
035			_avtls000338419
039		9	_a201509030815 _bVLOAD _c201404300345 _dVLOAD _y201402060909 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLB5-3640
100	1		_aAzevedo, Roger. _eeditor. _9314347
245	1	0	_aInternational Handbook of Metacognition and Learning Technologies / _cedited by Roger Azevedo, Vincent Aleven.
264		1	_aNew York, NY : _bSpringer New York : _bImprint: Springer, _c2013.
300			_aLii, 721 páginas 115 ilustraciones, 81 ilustraciones en color. _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aSpringer International Handbooks of Education, _x2197-1951 ; _v28
500			_aSpringer eBooks
520			_aEducation in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area. Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning. Identifies features designed to study or support metacognitve/SRL behaviors. Reviews how its specific theory or model addresses learners' metacognitive/SRL processes. Provides detailed findings on its effectiveness toward learning. Discusses its implications for the design of metacognitive tools. Examines any theoretical, instructional, or other challenges. These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aAleven, Vincent. _eeditor. _9314348
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9781441955456
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4419-5546-3 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c285925 _d285925