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|Title:||Analyzing Students’ Collaborative Regulation Behaviors in a Classroom-Integrated Open Ended Learning Environment|
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Emara, M., Tscholl, M., Dong, Y., & Biswas, G. (2017). Analyzing Students’ Collaborative Regulation Behaviors in a Classroom-Integrated Open Ended Learning Environment In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||Identifying the effects of students’ collaborative regulation behavior when working on a task is an important step towards a better understanding of how collaboration supports learning. We discuss a study where we combined analysis of students’ dialogues with an automated analysis of their action patterns as they constructed science models in an open-ended learning environment. Our results show that students use different types of collaborative regulation be-haviors, and that these behaviors affect their performance on the system as well as their pre-post learning gains. We also showed that groups, which adopt more shared regulation used different learning strategies than groups that did not.|
|Appears in Collections:||CSCL 2017|
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