Leonardo Silva,António Mendes,Anabela Gomes et al.
Leonardo Silva et al.
The use of computational scaffolding is a crucial strategy to foster students' regulation of learning skills, which is associated with increased learning achievement. However, most interventions treat the regulatory processes as individual ...
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL [0.03%]
一种促进CSCL中协同知识构建、团队绩效和社会共享调节的自动化小组学习参与分析与反馈的方法
Lanqin Zheng,Miaolang Long,Jiayu Niu et al.
Lanqin Zheng et al.
Learning engagement has gained increasing attention in the field of education. Previous studies have adopted conventional methods to analyze learning engagement, but these methods cannot provide timely feedback for learners. This study anal...
Self-efficacy and behavior patterns of learners using a real-time collaboration system developed for group programming [0.03%]
实时协作系统中编程学习者的自我效能与行为模式研究
Ting-Chia Hsu,Hal Abelson,Evan Patton et al.
Ting-Chia Hsu et al.
In order to promote the practice of co-creation, a real-time collaboration (RTC) version of the popular block-based programming (BBP) learning environment, MIT App Inventor (MAI), was proposed and implemented. RTC overcomes challenges relat...
Jaana Isohätälä,Piia Näykki,Sanna Järvelä et al.
Jaana Isohätälä et al.
Technologies for computer-supported collaborative learning (CSCL) are playing an increasingly prominent role in educational contexts, especially as teachers and students strive to deal with pandemic-related constraints. However, the technol...
Building community together: towards equitable CSCL practices and processes [0.03%]
共同构建社区：迈向公平的CSCL实践和过程
Carolyn P Rosé,Sanna Järvelä
Carolyn P Rosé
Sanna Järvelä,Carolyn P Rosé
Sanna Järvelä
Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use [0.03%]
自我组织的协作学习的调节：同质问题感知、策略使用的即时性和强度的重要性
Nadine Melzner,Martin Greisel,Markus Dresel et al.
Nadine Melzner et al.
Very often, university students deliberately form self-organized study groups, e.g. to study collaboratively for an upcoming exam. Yet, very little is known about what regulation problems such self-organized study groups encounter during th...
Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses [0.03%]
区分知识分享、知识构建和知识创造的论述
Jan van Aalst
Jan van Aalst
The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia's knowledge-creation model. Distinctions were set up between three modes of discour...
Paul A Kirschner,John Sweller,Femke Kirschner et al.
Paul A Kirschner et al.
Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the...
Inge Molenaar,Ming Ming Chiu,Peter Sleegers et al.
Inge Molenaar et al.
Metacognitive scaffolding in a computer-supported learning environment can influence students' metacognitive activities, metacognitive knowledge and domain knowledge. In this study we analyze how metacognitive activities mediate the relatio...