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Title: Fostering Awareness Content Creation by Self-Determined Regulation
Authors: Engelmann, Tanja
König, Katrin
Kozlov, Michail D.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Engelmann, T., König, K., & Kozlov, M. D. (2014). Fostering Awareness Content Creation by Self-Determined Regulation. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1545-1546.
Abstract: Prior studies have shown that without explicit instruction participants do not create complete awareness contents. Group awareness tools work implicitly. In this study it is investigated whether the construction of awareness contents can also be encouraged implicitly. Based on the self-determination theory it is expected that implicit regulation is more effective than explicit instruction. First results suggest that this is indeed the case.
Appears in Collections:ICLS2014

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