Daniel C. Moos, Ph.D. |
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Gustavus Adolphus College, Department of Education |
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________________________________________________________________________________________________________________ Homepage Recent News, Recent Publications, Recent Presentations
Contact Information Email: dmoos@gustavus.edu Office phone: 507-933-7448 ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________ Recent Publications: 2010 - present (see curriculum vitae for complete list: 2004 - present) Moos, D.C. (2013). Hypermedia learning: Considering Cognitive Load and self-regulated learning. Journal of Educational Multimedia and Hypermedia, 22(1) 39-61. Moos, D.C. & Stewart, C. (2013). Self-regulated learning with hypermedia: Bringing motivation into the conversation. In R. Azevedo and V. Aleven (Eds), International Handbook of Metacognition and Learning Technologies (pg 683 - 697). New York, NY: Springer. Moos, D.C., & Pitton, D. (in press). Student teacher challenges: Using Cognitive Load Theory as an explanatory lens. Teaching Education. Moos, D.C., & Ringdal, A. (2012). Self-regulated learning in the classroom: A literature review on the teacher’s role. Education Research International. [pdf copy]. Moos, D.C. & Honkomp, B. (2011). Adventure Learning: Motivating students in a Minnesota Middle School. Journal of Research on Technology in Education, 43(4), 231-254. [pdf copy] Moos, D.C. (2011). Self-regulated learning and externally generated feedback. Journal of Educational Computing Research, 43(3), 261-294. Moos, D.C. (2010). Nonlinear technology: Changing the conception of extrinsic motivation? Computers & Education, 55, 1640-1650. [pdf copy] Moos, D.C., & Marroquin, L. (2010). Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered, Computers in Human Behavior, 26, 265 - 276. [pdf copy]. Moos, D.C. (2010). Self-regulated learning with hypermedia: Too much of a good thing? Journal of Educational Multimedia and Hypermedia, 19(1), 59 - 77. Azevedo, R., Moos, D.C., Witherspoon, A.M., & Chauncey, A.D. (2010). Measuring cognitive and metacognitive regulatory processes used during hypermedia learning: Theoretical, conceptual, and methodological issues. Educational Psychologist, 45(4), 1-14. [pdf copy] ________________________________________________________________________________________________________________ Recent and Upcoming Conference Presentations: 2012 - present (see curriculum vitae for complete list: 2004 - present) Moos, D.C. (April 2013). “I think I can!” Which motivation constructs are predictive of metacognition during learning? Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, CA. Powerpoint: Click here. Moos, D.C. & Miller, A. (April 2013). Personal beliefs as a lens: The role of epistemological and self-regulated learning beliefs in pre-service teachers’ evaluation of lesson plans. Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, C. Moos, D.C. & Finley, A. (April 2013). Self-regulated learning and Epistemological beliefs: A developmental perspective of pre-service teachers. Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, CA. Moos, D.C., & Pitton, D. (April, 2012). Student teacher challenges: Using the Cognitive Load Theory as an explanatory lens. Presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, Canada. Moos, D.C. (January, 2012). Metacognition in Elementary Mathematics. Math-Science Teaching Partnership, North Mankato, MN. Powerpoint: Click here. ________________________________________________________________________________________________________________ |
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