Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/126
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dc.contributor.authorSchnaubert, Lenka
dc.contributor.authorBodemer, Daniel
dc.date.accessioned2017-03-21T12:05:42Z
dc.date.accessioned2017-05-27T14:29:55Z-
dc.date.available2017-03-21T12:05:42Z
dc.date.available2017-05-27T14:29:55Z-
dc.date.issued2016-07
dc.identifier.citationSchnaubert, L. & Bodemer, D. (2016). How Socio-Cognitive Information Affects Individual Study Decisions In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/126-
dc.identifier.urihttps://dx.doi.org/10.22318/icls2016.37
dc.description.abstractMetacognitive self-regulation theories assume that individual monitoring guides study decisions. However, self-regulated online learning is not done in isolation and inherently social. Group awareness research suggests that socio-cognitive information may be a strong asset to collaborative and individual learning. Integrating individual research traditions into a social setting, our experimental study (N = 61) investigates how visualizing socio-cognitive information influences core individual learning processes, especially the search for information, the learners’ self-evaluations of knowledge and learning outcomes. While on the surface study behaviour seemed not to be affected by the availability of socio-cognitive information, more profound analyses revealed that learners provided with partner information did rely less heavily on initial self-evaluations, but adapted their evaluations and focused more on the partner information provided. Knowledge gain was not affected. In conclusion, social context can be an important factor in self-regulation emphasizing that individual and collaborative research traditions may complement each other.en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleHow Socio-Cognitive Information Affects Individual Study Decisionsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2016

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