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Abstract
In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.
Original language | English |
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Publication status | Published - 27-Aug-2017 |
Event | JURE 2017: 21th Conference of the JUnior REsearchers of EARLI (European Association for Research on Learning and Instruction) - Tampere, Finland Duration: 27-Aug-2017 → 28-Aug-2017 Conference number: 21 http://www.earli-jure2017.org/ |
Conference
Conference | JURE 2017 |
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Country/Territory | Finland |
City | Tampere |
Period | 27/08/2017 → 28/08/2017 |
Other | “Education in the light of multiple perspectives: Towards intertwining personalised and collaborative learning” |
Internet address |
Keywords
- Self-Regulated Learning
- Hints
- Digital learning environment
- Cognition
- Metacognition
- Reading
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Dive into the research topics of 'Effects of cognitive and metacognitive hints on reading performance in a digital learning environment'. Together they form a unique fingerprint.Activities
- 1 Academic presentation
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EARLI 2017
Beek, ter, M. (Invited speaker)
29-Aug-2017 → 2-Sept-2017Activity: Talk and presentation › Academic presentation › Academic