ABSTRACT
This chapter discusses technology-rich learning environments (TREs) designed to support or scaffold students to gain a deeper understanding of the past that would otherwise be beyond their reach. It critically examines recent empirical evidence on the design of scaffolds in TREs such as hypermedia-based environments and intelligent tutoring systems to promote SRL. In doing so, scaffolds embedded in TREs are progressively faded as students become more competent in regulating certain aspects of their own learning. Adaptations to historical understanding occur when learners evaluate their progress and determine that changes are needed to improve upon certain aspects of learning or task performance. Hypermedia learning environments enable learners to navigate through multiple sources of instructional content (i.e., text, animations, videos, sounds, and images) in a non-linear manner. The content is made accessible through hyperlinks that are embedded within each document, facilitating learners' efforts to access and manipulate relevant information.
