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Article: Co-regulation of learning in computer-supported collaborative learning environments: A discussion

TitleCo-regulation of learning in computer-supported collaborative learning environments: A discussion
Authors
KeywordsCo-regulation
Computer-supported collaborative learning
Metacognition
Technology-enhanced inquiry
Issue Date2012
PublisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-10030-70-52589151-0,00.html?changeHeader=true
Citation
Metacognition And Learning, 2012, v. 7 n. 1, p. 63-73 How to Cite?
AbstractThis discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computerbased environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how students co-regulate and collaborate in computer-supported inquiry. Following the review of the articles, theoretical, methodological and instructional implications are discussed: Future research directions include examining the theoretical nature of collective regulation and social metacognition in building models of co-regulated learning; expanding methodological approaches using trace data and multiple measures for convergence and construct validity; and conducting instructional experiments to test and to foster the development of co-regulated learning in computer-supported collaborative inquiry. © 2012 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/146647
ISSN
2015 Impact Factor: 2.4
2015 SCImago Journal Rankings: 1.847
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorChan, CKKen_HK
dc.date.accessioned2012-05-09T03:21:09Z-
dc.date.available2012-05-09T03:21:09Z-
dc.date.issued2012en_HK
dc.identifier.citationMetacognition And Learning, 2012, v. 7 n. 1, p. 63-73en_HK
dc.identifier.issn1556-1623en_HK
dc.identifier.urihttp://hdl.handle.net/10722/146647-
dc.description.abstractThis discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computerbased environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how students co-regulate and collaborate in computer-supported inquiry. Following the review of the articles, theoretical, methodological and instructional implications are discussed: Future research directions include examining the theoretical nature of collective regulation and social metacognition in building models of co-regulated learning; expanding methodological approaches using trace data and multiple measures for convergence and construct validity; and conducting instructional experiments to test and to foster the development of co-regulated learning in computer-supported collaborative inquiry. © 2012 The Author(s).en_HK
dc.languageengen_US
dc.publisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-10030-70-52589151-0,00.html?changeHeader=trueen_HK
dc.relation.ispartofMetacognition and Learningen_HK
dc.subjectCo-regulationen_HK
dc.subjectComputer-supported collaborative learningen_HK
dc.subjectMetacognitionen_HK
dc.subjectTechnology-enhanced inquiryen_HK
dc.titleCo-regulation of learning in computer-supported collaborative learning environments: A discussionen_HK
dc.typeArticleen_HK
dc.identifier.emailChan, CKK: ckkchan@hku.hken_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1007/s11409-012-9086-zen_HK
dc.identifier.scopuseid_2-s2.0-84858005436en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84858005436&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume7en_HK
dc.identifier.issue1en_HK
dc.identifier.spage63en_HK
dc.identifier.epage73en_HK
dc.identifier.isiWOS:000303380600005-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridChan, CKK=27170802100en_HK
dc.identifier.citeulike10389097-

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