Despite intensive research in computer-supported collaborative learning (CSCL) over the
last decade, there is relatively little research about how groups and individuals in groups …

As theory and research in self-regulated learning (SRL) advance, debate continues about
how to measure SRL as strategic, fine-grained, dynamic adaptations learners make during …

Early socio-cognitive conceptions of self-regulated learning (SRL) emphasized individual,
cognitive-constructive aspects involved in cognition, behavior, and motivation, as well as …

Scaffolding students' self-regulated learning and metacognition dur-ing learning with
computer-based learning environments (CBLEs) has become a critical issue that has recently …

Background/Context Models of self-regulated learning (SRL) have increasingly acknowledged
aspects of social context influence in its process; however, great diversity exists in the …

Integrating state-of-the-art computer technologies with pedagogically sound practice provides
interesting challenges and potentially significant opportunities to simultaneously promote …

The overall goal of CSCL research is to design software tools and collaborative environments
that facilitate social knowledge construction via a valuable assortment of methodologies, …

This conceptual paper addresses the need to design tools for supporting regulation in computer
supported collaborative learning (CSCL). First, we extend previous work articulating the …

This paper explores the ways three different theoretical perspectives of the social aspects of
self-regulated learning [Hadwin, AF (2000). Building a case for self-regulating as a socially …

The field of computer supported collaborative learning (CSCL) is progressing instrumentally
and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of …