Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis by Winters, Fielding I., Greene, Jeffrey A., Costich, Claudine M.

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Why Is Externally-Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia? by Azevedo, Roger, Moos, Daniel C., Greene, Jeffrey A., Winters, Fielding I., Cromley, Jennifer G.

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Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia by Greene, Jeffrey A., Moos, Daniel C., Azevedo, Roger, Winters, Fielding I.

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Peer collaboration: the relation of regulatory behaviors to learning with hypermedia by Winters, Fielding I., Alexander, Patricia A.

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Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia by AZEVEDO, ROGER, CROMLEY, JENNIFER G., WINTERS, FIELDING I., MOOS, DANIEL C., GREENE, JEFFREY A.

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Students’ conceptions of knowledge, information, and truth by Alexander, Patricia A., Winters, Fielding I., Loughlin, Sandra M., Grossnickle, Emily M.

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High-School Students' Regulation of Learning During Computer-Based Science Inquiry by Winters, Fielding I., Azevedo, Roger

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Can Students Collaboratively Use Hypermedia to Learn Science? The Dynamics of Self-and other-Regulatory Processes in an Ecology Classroom by Azevedo, Roger, Winters, Fielding I., Moos, Daniel C.

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Reading Into the Future: Competence for the 21st Century by Alexander, Patricia A., The Disciplined Reading and Learning Research Laboratory

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On the Roles of External Knowledge Representations in Assessment Design by Mislevy, Robert J, Behrens, John T, Bennett, Randy E, Demark, Sarah F, Frezzo, Dennis C, Levy, Roy, Robinson, Daniel H, Rutstein, Daisy Wise, Shute, Valerie J, Stanley, Ken, Winters, Fielding I

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