Individual contributions in student-led collaborative learning: Insights from two analytical approaches to explain the quality of group outcome

This study explored the characteristics of individual contributions to student-led productive collaborative learning as it takes place in real time. Two independent analytical methods grounded in different research traditions, metacognitive regulation and role analysis, were used independently and j...

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Veröffentlicht in:	Learning and individual differences Jg. 53; S. 79 - 92
Hauptverfasser:	Volet, Simone, Vauras, Marja, Salo, Anne-Elina, Khosa, Deep
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Elsevier Inc 01.01.2017
Schlagworte:	Co-construction Collaborative learning Process data analysis Role analysis Socially shared metacognitive regulation Co-construction Socially shared metacognitive regulation Collaborative learning Process data analysis Role analysis
ISSN:	1041-6080, 1873-3425
Online-Zugang:	Volltext
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