Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning

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Location: Deutsche Nationalbibliothek Frankfurt am Main

Extent: Online-Ressource

Language: Englisch

Notes: In: Rethinking learning in the digital age: Making the Learning Sciences count: 13th International Conference of the Learning Sciences (ICLS) 2018, London, UK, June 23-27, 2018, Volume 2, S. 1296-1303

Classification: Erziehung, Schul- und Bildungswesen

Event: Veröffentlichung

(where): Augsburg, London

(who): Universität Augsburg, International Society of the Learning Sciences

(when): 2018

Creator: De Backer, Liesje
Kollar, Ingo
Williams, Christopher A.
Seufert, Tina
Weinberger, Armin
Melzner, Nadine
Greisel, Martin
Dresel, Markus
Kielstra, Jolique
Molenaar, Inge
Van Keer, Hilde
Valcke, Martin
Hämäläinen, Raija

Contributor: Kay, Jay
Lukin, Rosemary

DOI: 10.22318/cscl2018.1296

URN: urn:nbn:de:bvb:384-opus4-454915

Rights: Der Zugriff auf das Objekt ist unbeschränkt möglich.

Last update: 25.03.2025, 1:41 PM CET

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Associated

De Backer, Liesje
Kollar, Ingo
Williams, Christopher A.
Seufert, Tina
Weinberger, Armin
Melzner, Nadine
Greisel, Martin
Dresel, Markus
Kielstra, Jolique
Molenaar, Inge
Van Keer, Hilde
Valcke, Martin
Hämäläinen, Raija
Kay, Jay
Lukin, Rosemary
Universität Augsburg, International Society of the Learning Sciences

Time of origin

2018

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Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning

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Other Objects (12)

Examining the regulation of motivational and comprehension-related problems during collaborative learning

Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

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Using Process Mining (PM) and Epistemic Network Analysis (ENA) for comparing processes of collaborative problem regulation

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Examining the regulation of motivational and comprehension-related problems during collaborative learning

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How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies

Using Process Mining (PM) and Epistemic Network Analysis (ENA) for comparing processes of collaborative problem regulation

Peer assessment as collaborative learning: A cognitive perspective

Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning

Motivationsförderung im schulischen Kontext

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Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education

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Examining the regulation of motivational and comprehension-related problems during collaborative learning

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How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies

Using Process Mining (PM) and Epistemic Network Analysis (ENA) for comparing processes of collaborative problem regulation

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