Promoting self-regulated learning in web-based learning environments Susanne Narciss * , Antje Proske, Hermann Koerndle Psychology of Learning and Instruction, Institute of Psychology IV, Dresden University of Technology, 01062 Dresden, Germany Available online 17 November 2006 Abstract Self-regulated learning with the Internet or hypermedia requires not only cognitive learning strat- egies, but also specific and general meta-cognitive strategies. The purposes of the Study2000 project, carried out at the TU Dresden, were to develop and evaluate authoring tools that support teachers and students in web-based learning and instruction. This paper presents how the authoring tools of the Study2000 project can implement psychologically sound measures to promote (a) active and elaborated learning activities and (b) meta-cognitive activities in a web-based learning environment. Furthermore, it describes a study involving 72 university students in the use of such a web-based learning environment in a self-regulated learning setting at the university level. Results show that stu- dents spent almost 70% of their study time with texts, 11% with learning tasks and 12% with the active and elaborated learning tools, whereas meta-cognitive aids where hardly used (<1%). Ó 2006 Elsevier Ltd. All rights reserved. Keywords: Self-regulated learning; Web-based learning environments; Learning strategies 1. Promoting self-regulated learning in web-based learning environments The Internet is an open information system in which various sources of information, media and materials (i.e., texts, images, video sequences) can be linked together in diverse ways to form so-called hypertext or hypermedia environments. Thus, it offers new possibilities to structure, represent, adapt and integrate various learning content and 0747-5632/$ - see front matter Ó 2006 Elsevier Ltd. All rights reserved. doi:10.1016/j.chb.2006.10.006 * Corresponding author. Tel.: +49 351 4633 6059; fax: +49 351 4633 7294. E-mail address: susanne.narciss@tu-dresden.de (S. Narciss). Computers in Human Behavior 23 (2007) 1126–1144 Computers in Human Behavior www.elsevier.com/locate/comphumbeh