Zeitschriftenartikel zum Thema „Socially-shared regulation of learning (SSRL)“
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Panadero, Ernesto, und Sanna Järvelä. „Socially Shared Regulation of Learning: A Review“. European Psychologist 20, Nr. 3 (Juli 2015): 190–203. http://dx.doi.org/10.1027/1016-9040/a000226.
Der volle Inhalt der QuelleIto, Takamichi, und Takatoyo Umemoto. „Socially Shared Regulation and Performance in Group Work on Creativity Tasks: Analyzing Regulation Utterances“. Journal of Education and Learning 11, Nr. 4 (04.06.2022): 74. http://dx.doi.org/10.5539/jel.v11n4p74.
Der volle Inhalt der QuelleIto, Takamichi, und Takatoyo Umemoto. „Exploring Socially Shared Regulation Processes in Peer Tutoring: Focusing on the Functions of Tutor Utterances“. Journal of Educational and Developmental Psychology 12, Nr. 1 (03.12.2021): 1. http://dx.doi.org/10.5539/jedp.v12n1p1.
Der volle Inhalt der QuelleHogenkamp, Loes, Alieke M. van Dijk und Tessa H. S. Eysink. „Analyzing Socially Shared Regulation of Learning during Cooperative Learning and the Role of Equal Contribution: A Grounded Theory Approach“. Education Sciences 11, Nr. 9 (06.09.2021): 512. http://dx.doi.org/10.3390/educsci11090512.
Der volle Inhalt der QuelleAkinyi, Grace Leah, Robert Oboko und Lawrence Muchemi. „Learning Analytics Intervention Using Prompts and Feedback for Measurement of e-Learners’ Socially-Shared Regulated Learning“. Electronic Journal of e-Learning 22, Nr. 5 (28.06.2024): 103–16. http://dx.doi.org/10.34190/ejel.22.5.3253.
Der volle Inhalt der QuelleJo, Hyeon-ah, Jeong-min Kong, Jae-hong Joo und Yoonhee Shin. „A Study on the Visualization Tool Supporting Socially Shared Regulated Learning and Learning Performance in Computer Supported Collaborative Learning“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 11 (15.06.2022): 367–92. http://dx.doi.org/10.22251/jlcci.2022.22.11.367.
Der volle Inhalt der QuelleMalmberg, Jonna, Sanna Järvelä, Hanna Järvenoja und Ernesto Panadero. „Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups“. Computers in Human Behavior 52 (November 2015): 562–72. http://dx.doi.org/10.1016/j.chb.2015.03.082.
Der volle Inhalt der QuelleJärvelä, Sanna, Hanna Järvenoja und Jonna Malmberg. „Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning“. International Journal of Computer-Supported Collaborative Learning 14, Nr. 4 (25.11.2019): 425–41. http://dx.doi.org/10.1007/s11412-019-09313-2.
Der volle Inhalt der QuelleJärvelä, Sanna, Hanna Järvenoja, Jonna Malmberg und Allyson F. Hadwin. „Exploring Socially Shared Regulation in the Context of Collaboration“. Journal of Cognitive Education and Psychology 12, Nr. 3 (2013): 267–86. http://dx.doi.org/10.1891/1945-8959.12.3.267.
Der volle Inhalt der QuelleFosua Gyasi, Juliana, und Lanqin Zheng. „Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning“. SAGE Open 13, Nr. 1 (Januar 2023): 215824402211486. http://dx.doi.org/10.1177/21582440221148625.
Der volle Inhalt der QuelleJärvelä, Sanna, Paul A. Kirschner, Ernesto Panadero, Jonna Malmberg, Chris Phielix, Jos Jaspers, Marika Koivuniemi und Hanna Järvenoja. „Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools“. Educational Technology Research and Development 63, Nr. 1 (11.10.2014): 125–42. http://dx.doi.org/10.1007/s11423-014-9358-1.
Der volle Inhalt der QuelleIsohätälä, Jaana, Hanna Järvenoja und Sanna Järvelä. „Socially shared regulation of learning and participation in social interaction in collaborative learning“. International Journal of Educational Research 81 (2017): 11–24. http://dx.doi.org/10.1016/j.ijer.2016.10.006.
Der volle Inhalt der QuelleJärvelä, Sanna, Andy Nguyen, Eija Vuorenmaa, Jonna Malmberg und Hanna Järvenoja. „Predicting regulatory activities for socially shared regulation to optimize collaborative learning“. Computers in Human Behavior 144 (Juli 2023): 107737. http://dx.doi.org/10.1016/j.chb.2023.107737.
Der volle Inhalt der QuelleJärvelä, Sanna, Paul A. Kirschner, Allyson Hadwin, Hanna Järvenoja, Jonna Malmberg, Mariel Miller und Jari Laru. „Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities“. International Journal of Computer-Supported Collaborative Learning 11, Nr. 3 (16.08.2016): 263–80. http://dx.doi.org/10.1007/s11412-016-9238-2.
Der volle Inhalt der QuelleTsai, Chia-Wen, Pei-Di Shen, I.-Chun Chiang, Wen-Yu Chen und Yi-Fen Chen. „Exploring the effects of web-mediated socially-shared regulation of learning and experience-based learning on improving students’ learning“. Interactive Learning Environments 26, Nr. 6 (27.12.2017): 815–26. http://dx.doi.org/10.1080/10494820.2017.1415940.
Der volle Inhalt der QuelleMacMahon, Stephanie, Jack Leggett und Annemaree Carroll. „Promoting individual and group regulation through social connection: strategies for remote learning“. Information and Learning Sciences 121, Nr. 5/6 (23.06.2020): 353–63. http://dx.doi.org/10.1108/ils-04-2020-0101.
Der volle Inhalt der QuelleGranados-López, Hedilberto, Johan Hernán Pérez, Jonathan Porras-Muñoz, Yamile Pedraza-Jiménez und Felipe Antonio Gallego-López. „Model for the Analysis of Social Regulation and Collaboration during the Development of Group Tasks“. Sustainability 16, Nr. 18 (11.09.2024): 7947. http://dx.doi.org/10.3390/su16187947.
Der volle Inhalt der QuelleZheng, Juan, Wanli Xing und Gaoxia Zhu. „Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment“. Computers & Education 136 (Juli 2019): 34–48. http://dx.doi.org/10.1016/j.compedu.2019.03.005.
Der volle Inhalt der QuelleAder, Mari, Sabrine Hassane, Jan van Bruggen und Marjan Vermeulen. „Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving“. Learning, Culture and Social Interaction 39 (April 2023): 100684. http://dx.doi.org/10.1016/j.lcsi.2022.100684.
Der volle Inhalt der QuelleGarcia, Iolanda, Elena Barberà und Marcelo Maina. „Diseño de un sistema de apoyo a la regulación social del aprendizaje en los xMOOC“. Research in Education and Learning Innovation Archives, Nr. 23 (20.12.2019): 43. http://dx.doi.org/10.7203/realia.23.15914.
Der volle Inhalt der QuelleKim, Dongho, und Cheolil Lim. „Promoting socially shared metacognitive regulation in collaborative project-based learning: a framework for the design of structured guidance“. Teaching in Higher Education 23, Nr. 2 (26.09.2017): 194–211. http://dx.doi.org/10.1080/13562517.2017.1379484.
Der volle Inhalt der QuelleMalmberg, Jonna, Sanna Järvelä und Hanna Järvenoja. „Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning“. Contemporary Educational Psychology 49 (April 2017): 160–74. http://dx.doi.org/10.1016/j.cedpsych.2017.01.009.
Der volle Inhalt der QuelleGrau, Valeska, Amaya Lorca, Carolina Araya, Sofía Urrutia, Dominga Ríos, Pietro Montagna und Miguel Ibaceta. „Socially Shared Regulation of Learning and Quality of Talk: Age Differences in Collaborative Group Work in Classroom Contexts“. New Directions for Child and Adolescent Development 2018, Nr. 162 (09.11.2018): 11–39. http://dx.doi.org/10.1002/cad.20261.
Der volle Inhalt der QuelleKurdyumova, Irina. „SPECIAL FEATURES OF ORGANIZING COMMUNICATION IN THE PROCESS OF DISTANT LESSONS PREPARATION ABROAD“. Social Communications: Theory and Practice 12, Nr. 1 (20.07.2021): 107–17. http://dx.doi.org/10.51423/2524-0471-2021-12-1-10.
Der volle Inhalt der QuelleLin, Jian-Wei. „Effects of an online team project-based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning“. Behaviour & Information Technology 37, Nr. 5 (20.03.2018): 445–61. http://dx.doi.org/10.1080/0144929x.2018.1451558.
Der volle Inhalt der QuelleGarcia, Iolanda, Marcelo Fabián Maina und Elena Barberá. „A design layer to support self and social regulation processes of learning in MOOC“. Networked Learning Conference 12 (16.08.2024): 147–56. http://dx.doi.org/10.54337/nlc.v12.8650.
Der volle Inhalt der QuelleLu, Jia, Xiaohui Chen, Xiaodan Wang, Rong Zhong und Hanxi Wang. „Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period“. Sustainability 14, Nr. 22 (18.11.2022): 15345. http://dx.doi.org/10.3390/su142215345.
Der volle Inhalt der QuelleEmara, Mona, Nicole Hutchins, Shuchi Grover, Caitlin Snyder und Gautam Biswas. „Examining Student Regulation of Collaborative, Computational, Problem-Solving Processes in Open-Ended Learning Environments“. Journal of Learning Analytics 8, Nr. 1 (09.04.2021): 49–74. http://dx.doi.org/10.18608/jla.2021.7230.
Der volle Inhalt der QuelleGoñi, Julian, Catalina Cortázar, Danilo Alvares, Uranía Donoso und Constanza Miranda. „Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education“. Sustainability 12, Nr. 24 (14.12.2020): 10444. http://dx.doi.org/10.3390/su122410444.
Der volle Inhalt der QuelleGodbout, Paul, und Jean-Francis Gréhaigne. „Game-Play Language and Game-Play Intelligence – Wording, Planning, and Enacting Action Plans in Team Sports“. ATHENS JOURNAL OF SPORTS 8, Nr. 1 (30.03.2021): 47–64. http://dx.doi.org/10.30958/ajspo.8-1-2.
Der volle Inhalt der QuelleMiller, Mariel, und Safoura Askari. „Designing an Online Collaborative Exam:“. Open/Technology in Education, Society, and Scholarship Association Journal 4, Nr. 1 (29.08.2024): 1–19. http://dx.doi.org/10.18357/otessaj.2024.4.1.64.
Der volle Inhalt der QuelleSaleh, Asmalina, Cindy E. Hmelo-Silver, Krista D. Glazewski, Bradford Mott, Yuxin Chen, Jonathan P. Rowe und James C. Lester. „Collaborative inquiry play“. Information and Learning Sciences 120, Nr. 9/10 (14.10.2019): 547–66. http://dx.doi.org/10.1108/ils-03-2019-0024.
Der volle Inhalt der QuelleBrumen, Mihaela, Branka Cagran und Matjaž Mulej. „Education for responsible persons, tourists and hosts through knowledge of neighbouring countries' languages in cross-border areas“. Kybernetes 43, Nr. 3/4 (01.04.2014): 614–28. http://dx.doi.org/10.1108/k-10-2013-0233.
Der volle Inhalt der QuelleYetti, Elindra. „Moving to The Beats: The Effect of Dance Education on Early Self-Regulation“. JPUD - Jurnal Pendidikan Usia Dini 15, Nr. 2 (30.11.2021): 395–408. http://dx.doi.org/10.21009/jpud.152.11.
Der volle Inhalt der QuelleMichalsky, Tova, und Avigail Cohen. „Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems“. Frontiers in Psychology 12 (01.11.2021). http://dx.doi.org/10.3389/fpsyg.2021.722535.
Der volle Inhalt der QuelleLi, Yante, Yang Liu, Andy Nguyen, Henglin Shi, Eija Vuorenmaa, Sanna Järvelä und Guoying Zhao. „Interactions for Socially Shared Regulation in Collaborative Learning: An Interdisciplinary Multimodal Dataset“. ACM Transactions on Interactive Intelligent Systems, 22.04.2024. http://dx.doi.org/10.1145/3658376.
Der volle Inhalt der QuelleWhitehead, Ridwan, Andy Nguyen und Sanna Järvelä. „Exploring the role of gaze behaviour in socially shared regulation of collaborative learning in a group task“. Journal of Computer Assisted Learning, 02.06.2024. http://dx.doi.org/10.1111/jcal.13022.
Der volle Inhalt der QuelleXu, Wei, und Ye-Feng Lou. „Changes in the socially shared regulation, academic emotions, and product performance in venue-based collaborative learning“. Active Learning in Higher Education, 09.05.2023, 146978742311673. http://dx.doi.org/10.1177/14697874231167331.
Der volle Inhalt der QuelleUrban, Kamila, und Marek Urban. „Don't Let it be! Creative Co‐regulation and Socially Shared Regulation in a Case Study of the Beatles: Get Back“. Journal of Creative Behavior, 29.11.2023. http://dx.doi.org/10.1002/jocb.626.
Der volle Inhalt der QuelleSilva, Leonardo, António Mendes, Anabela Gomes und Gabriel Fortes. „Fostering regulatory processes using computational scaffolding“. International Journal of Computer-Supported Collaborative Learning, 27.03.2023. http://dx.doi.org/10.1007/s11412-023-09388-y.
Der volle Inhalt der QuelleGuan, Jue‐Qi, Xiao‐Feng Wang, Wen‐Zhuo Wang, Jiong Zhu und Gwo‐Jen Hwang. „Creating in the metaverse: An SSRL‐based collaborative painting approach to promote students' creativity, socially shared regulation and positive painting behaviours“. Journal of Computer Assisted Learning, 20.02.2024. http://dx.doi.org/10.1111/jcal.12961.
Der volle Inhalt der QuelleLämsä, Joni, Justin Edwards, Eetu Haataja, Marta Sobocinski, Paola Peña, Andy Nguyen und Sanna Järvelä. „Learners’ Linguistic Alignment and Physiological Synchrony“. Journal of Learning Analytics, 25.07.2024, 1–18. http://dx.doi.org/10.18608/jla.2024.8287.
Der volle Inhalt der QuelleShao, Jingjing, Yunshan Chen, Xiaoyang Wei, Xiaoran Li und Yanyan Li. „Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis“. Frontiers in Psychology 14 (22.03.2023). http://dx.doi.org/10.3389/fpsyg.2023.1110086.
Der volle Inhalt der QuelleSharma, Kshitij, Andy Nguyen und Yvonne Hong. „Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies“. British Journal of Educational Technology, 09.04.2024. http://dx.doi.org/10.1111/bjet.13459.
Der volle Inhalt der QuelleClayton Bernard, Rebecca, und Gilles Kermarrec. „Peer Assessment and Video Feedback for Fostering Self, Co, and Shared Regulation of Learning in a Higher Education Language Classroom“. Frontiers in Education 7 (15.04.2022). http://dx.doi.org/10.3389/feduc.2022.732094.
Der volle Inhalt der QuelleSulla, Francesco, Domenico Monacis und Pierpaolo Limone. „A systematic review of the role of teachers’ support in promoting socially shared regulatory strategies for learning“. Frontiers in Psychology 14 (14.09.2023). http://dx.doi.org/10.3389/fpsyg.2023.1208012.
Der volle Inhalt der QuelleZhao, Yaqi, Yaqian Zheng, Mingze Sun und Yanyan Li. „Exploring Online Collaborative Learners’ Socially Shared Regulation of Learning Behavior Patterns in Different Engagement Groups“. International Journal of Learning and Teaching 10, Nr. 2 (2024). http://dx.doi.org/10.18178/ijlt.10.2.255-260.
Der volle Inhalt der QuelleHuang, Lu, Ruiying Wang und Jinlong Han. „Regulation of emotions in project-based collaborative learning: an empirical study in academic English classrooms“. Frontiers in Psychology 15 (18.06.2024). http://dx.doi.org/10.3389/fpsyg.2024.1368196.
Der volle Inhalt der QuelleNguyen, Andy, Sanna Järvelä, Carolyn Rosé, Hanna Järvenoja und Jonna Malmberg. „Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics“. British Journal of Educational Technology, 11.10.2022. http://dx.doi.org/10.1111/bjet.13280.
Der volle Inhalt der QuelleJärvelä, Sanna, Andy Nguyen und Allyson Hadwin. „Human and artificial intelligence collaboration for socially shared regulation in learning“. British Journal of Educational Technology, 20.04.2023. http://dx.doi.org/10.1111/bjet.13325.
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