The processes of remediation between digital and analog artefacts to enhance student learning

Ausubel, D.P. (1963). The psychology of meaningful verbal learning. New York: Grune and Stratton. Search in Google Scholar

Ausubel, D.P. (1968). Educational psychology: a cognitive view. New York: Holt, Rinehart and Winston. Search in Google Scholar

Azevedo, R. (2005). Computers as metacognitive tools for enhancing learning. Educational Psychologist, 40(4), 193-197.10.1207/s15326985ep4004_1 Search in Google Scholar

Bolter, J.D., & Grusin, R. (1999). Remediation. Understanding New Media. Cambridge (MA): MIT Press.10.1108/ccij.1999.4.4.208.1 Search in Google Scholar

Brookhart, S. (2013). The use of teacher judgement for summative assessment in the USA. Assessment in Education: Principles, Policy & Practice, 20(1), 69-90.10.1080/0969594X.2012.703170 Search in Google Scholar

Brown, A.L., Armbruster, B.B., & Baker, L. (1985). The Role of Metacognition in Reading and Studying. In Orasanu, J. (Ed.). Reading Comprehension: from research to practice. Hillsdale: Lawrence Erlbaum Associates. Search in Google Scholar

Calvani, A., & Vivanet, G. (2014). Technologies for learning: what is the role of evidence based education? Journal of Educational, Cultural and Psychological Studies, 10, 83-112.10.7358/ecps-2014-010-calv Search in Google Scholar

Greenfield, P.M. (1983). Cognitive impact of the media: implications for a pluralistic society. Imagination, Cognition, and Personality, 3, 3-16.10.2190/1XKA-G8T1-X5FB-ALK7 Search in Google Scholar

Greenfield, P.M. (1985). Multimedia education: why print isn’t always best. American Educator, 9(3), 18, 20-21, 36, 38. Reprinted in Katz, S.J., & Vesin, P. (Eds.), (1986). Children and the media. Los Angeles: Children’s Institute International, 77-84. Search in Google Scholar

Kalyuga, S. (2009). Knowledge elaboration: a cognitive load perspective. Learning and Instruction, 19(5), 402-410.10.1016/j.learninstruc.2009.02.003 Search in Google Scholar

Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772-775. DOI: 10.1126/science.1199327. Open DOISearch in Google Scholar

Marzano, A. (2017). Dynamic Concept Maps and remediation processes in on-line learning environments. European Journal of Research on Education and Teaching, XV (3), 245–278. Search in Google Scholar

Marzano, A., Miranda, S. (2020). The DynaMap remediation approach (DMRA) in online learning environments. Computer & Education, 162, 104079. DOI: 10.1016/j.compedu.2020.104079. Open DOISearch in Google Scholar

Marzano, A., Miranda, S. (2021). Online learning environments to stimulate in students the processes of mutual interaction between digital and analog artefacts to enhance student learning. MethodsX, 8, 101440. DOI: 10.1016/j. mex.2021.101440. Open DOISearch in Google Scholar

McLuhan, M. (1964). Understanding media: the extensions of man. New York: McGraw-Hill. Search in Google Scholar

Nesbit, J. C., & Olusola, O. (2006). Learning With Concept and Knowledge Maps: A Meta-Analysis. Review of Educational Research, 76, 3, 413-448. DOI: 10.3102/00346543076003413. Open DOISearch in Google Scholar

Nicol, D.J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.10.1080/03075070600572090 Search in Google Scholar

Norman, D.A. (1991). Cognitive artifacts. In: Carroll, J. M. (Eds.). Designing Interaction: Psychology at the Human-Computer Interface. Cambridge: University Press. Search in Google Scholar

Norman, D.A. (1993). Things that make us smart: defending human attributes in the age of the machine. Boston, MA: Addison-Wesley Longman Publishing Co. Search in Google Scholar

Novak, J.D., & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge. University Press.10.1017/CBO9781139173469 Search in Google Scholar

Olson, D. R. (Ed.) (1974). Media and symbols: The forms of expression, communication and education. The 73rd Year-book of the National Society for the Study of Education. Chicago: University of Chicago Press. Search in Google Scholar

Schraw, G. (2007). The use of computer-based environments for understanding and improving self-regulation. Metacognition and Learning, 2, 169-176.10.1007/s11409-007-9015-8 Search in Google Scholar

Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2018). Studying and constructing concept maps: A meta-analysis. Educational Psychology Review, 30(2), 431-455. DOI: 10.1007/s10648-017-9403-9. Open DOISearch in Google Scholar

Scriven, M. (1967). The methodology of evaluation. In R.W. Tyler, R.M. Gagné, & M. Scriven (Eds.), Perspectives of curriculum evaluation, 1, pp. 39-83. Chicago: Rand-McNally. Search in Google Scholar

Veenman, M. (2007). The assessment and instruction of self-regulation in computer-based environments: a discussion. Metacognition and Learning, 2, 177-183.10.1007/s11409-007-9017-6 Search in Google Scholar

Vygotsky, L.S. (1978). Mind and Society. The development of higher mental processes. Cambridge, MA: Harvard University Press. Search in Google Scholar

Vygotsky, L.S. (1987). Thinking and speech. In R. Rieber and A. Carton (Eds.), The collected works of L. S. Vygotsky. Vol. I (pp.39-285). New York: Plenum Press. (Original work published 1934). Search in Google Scholar

Vygotsky, L.S. (1999). Sign and tool in the development of the child. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky. Vol. VI (pp. 3-68). New York: Plenum Press. (Original work written 1931, published 1984). Search in Google Scholar

Wells, A. (2013). Advances in metacognitive therapy. International Journal of Cognitive Therapy, 6, 186-201. http://dx.doi.org/10.1521/ijct.2013.6.2.186 10.1521/ijct.2013.6.2.186 Search in Google Scholar

Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), 747-760.10.1080/02602938.2011.572153 Search in Google Scholar

Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In D. Schunk, B. Zimmerman (eds.). Motivation and selfregulated learning: Theory, research, and applications. Mahwah, NJ: Erlbaum, 297-314. Search in Google Scholar