Self-Regulated Inquiry with Networked Resources
John C. Nesbit & Philip H. Winne
Abstract
In the context of continued growth in the accessibility of information through the internet, recent
advances in theories of self-regulated learning present an opportunity to reexamine how learners work
with networked resources in constructivist approaches such as problem-based learning, project-based learning,
and collaborative problem solving. We present a Resource Inquiry model consisting of five stages:
(1) Set resource inquiry goals, (2) Plan for resource study, (3) Search and select resources,
(4) Study and assess new knowledge, and (5) Critique and recommend resources. Our model informs designers
of online tools about how to support learners? cognitive and metacognitive strategies when learning activities
involve interacting with networked resources.
Citation
Nesbit, J. C. & Winne, P. H. (2003).
Self-regulated inquiry with networked resources. Canadian Journal
of Learning and Technology, 29(3), 71-91.
Contact
Associate Professor
Interactive Arts and Technology
Simon Fraser University
604-268-7410