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Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools
Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools
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Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

Järvelä, Sanna ; Kirschner, Paul A. ; Panadero, Ernesto ; Malmberg, Jonna ; Phielix, Chris ; Jaspers, Jos ; Koivuniemi, Marika ; Järvenoja, Hanna

Educational technology research and development, 2015-02, Vol.63 (1), p.125-142 [Periódico revisado por pares]

New York: Springer Science + Business Media

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Group regulation guidance through agile learning strategies: empowering co-regulation, transactive memory, group cohesion, atmosphere, and participation
Group regulation guidance through agile learning strategies: empowering co-regulation, transactive memory, group cohesion, atmosphere, and participation
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Group regulation guidance through agile learning strategies: empowering co-regulation, transactive memory, group cohesion, atmosphere, and participation

Yildiz Durak, Hatice ; Atman Uslu, Nilüfer

Educational technology research and development, 2023-08, Vol.71 (4), p.1653-1685 [Periódico revisado por pares]

New York: Springer US

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Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses
Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses
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Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses

Chang, Ching-Yi ; Panjaburee, Patcharin ; Lin, Hui-Chen ; Lai, Chiu-Lin ; Hwang, Gwo-Haur

Educational technology research and development, 2022-02, Vol.70 (1), p.185-204 [Periódico revisado por pares]

New York: Springer US

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4
Self-regulation, motivation, and outcomes in HyFlex classrooms
Self-regulation, motivation, and outcomes in HyFlex classrooms
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Self-regulation, motivation, and outcomes in HyFlex classrooms

Athens, Wendy

Educational technology research and development, 2023-08, Vol.71 (4), p.1765-1783 [Periódico revisado por pares]

New York: Springer US

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5
The Roles of Identity-Based Motivation and Perceived Instrumentality for Probationary Students’ Positive Self-Beliefs, Self-Regulation, and Performance
The Roles of Identity-Based Motivation and Perceived Instrumentality for Probationary Students’ Positive Self-Beliefs, Self-Regulation, and Performance
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The Roles of Identity-Based Motivation and Perceived Instrumentality for Probationary Students’ Positive Self-Beliefs, Self-Regulation, and Performance

Lee, Jieun

Research in higher education, 2024-06, Vol.65 (4), p.655-678 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts
Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts
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Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts

Lavoué, Elise ; Kazemitabar, Maedeh ; Doleck, Tenzin ; Lajoie, Susanne P. ; Carrillo, Rubiela ; Molinari, Gaëlle

Educational technology research and development, 2020-02, Vol.68 (1), p.269-292 [Periódico revisado por pares]

New York: Springer US

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7
Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19
Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19
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Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19

Doo, Min Young ; Bonk, Curtis J. ; Heo, Heeok

Educational technology research and development, 2023-04, Vol.71 (2), p.481-504 [Periódico revisado por pares]

New York: Springer US

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The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy
The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy
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The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy

Lai, Chiu-Lin ; Hwang, Gwo-Jen ; Tu, Yi-Hsuan

Educational technology research and development, 2018-08, Vol.66 (4), p.863-892 [Periódico revisado por pares]

New York: Springer Science+Business Media LLC

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9
Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities
Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities
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Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities

Mohammadi Zenouzagh, Zohre

Educational technology research and development, 2023-04, Vol.71 (2), p.313-338 [Periódico revisado por pares]

New York: Springer US

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10
A distributed systems laboratory that helps students accomplish their assignments through self-regulation of behavior
A distributed systems laboratory that helps students accomplish their assignments through self-regulation of behavior
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A distributed systems laboratory that helps students accomplish their assignments through self-regulation of behavior

Daradoumis, Thanasis ; Marquès Puig, Joan Manuel ; Arguedas, Marta ; Calvet Liñan, Laura

Educational technology research and development, 2021-04, Vol.69 (2), p.1077-1099 [Periódico revisado por pares]

New York: Springer US

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