Canadian Journal of Learning and Technology
2003, Volume 29, Number 3, 71-91.

Self-Regulated Inquiry With Networked Resources

John C. Nesbit and Philip H. Winne
Simon Fraser University

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.

Full text (html)