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DC Field | Value | Language |
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dc.contributor.author | Schnaubert, Lenka | |
dc.contributor.author | Bodemer, Daniel | |
dc.date.accessioned | 2017-03-21T12:05:42Z | |
dc.date.accessioned | 2017-05-27T14:29:55Z | - |
dc.date.available | 2017-03-21T12:05:42Z | |
dc.date.available | 2017-05-27T14:29:55Z | - |
dc.date.issued | 2016-07 | |
dc.identifier.citation | Schnaubert, 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.uri | https://repository.isls.org/handle/1/126 | - |
dc.identifier.uri | https://dx.doi.org/10.22318/icls2016.37 | |
dc.description.abstract | Metacognitive 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.iso | en | en_US |
dc.publisher | Singapore: International Society of the Learning Sciences | en_US |
dc.title | How Socio-Cognitive Information Affects Individual Study Decisions | en_US |
dc.type | Book chapter | en_US |
Appears in Collections: | ICLS 2016 |
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