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dc.contributor.authorEngelmann, Tanja
dc.contributor.authorKönig, Katrin
dc.contributor.authorKozlov, Michail D.
dc.date.accessioned2018-05-21T22:08:51Z
dc.date.accessioned2019-01-22T19:41:49Z-
dc.date.available2018-05-21T22:08:51Z
dc.date.available2019-01-22T19:41:49Z-
dc.date.issued2014-06
dc.identifier.citationEngelmann, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1545
dc.identifier.urihttps://repository.isls.org//handle/1/1028-
dc.description.abstractPrior 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.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleFostering Awareness Content Creation by Self-Determined Regulationen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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