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|Title:||Self-regulation in ACT: A case study in peer-assessment activities|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Gogoulou, A., Gouli, E., Tsakostas, C., & Grigoriadou, M. (2009). Self-regulation in ACT: A case study in peer-assessment activities. In O'Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 621-625). Rhodes, Greece: International Society of the Learning Sciences.|
|Abstract:||Having as an objective to support students in collaborating/communicating fruitfully with respect to the underlying collaborative learning setting, we developed ACT, a synchronous communication tool which supports mechanisms for students' self-regulation as well as for the adaptation and personalization of the communication. The self-regulation mechanism enables the diagnosis and the evaluation of students' collaborative behavior both at the cognitive and social level and provides feedback at awareness, metacognitive and guiding level. The use of ACT in the context of a peer-assessment activity showed that the tool can help students in self-regulation and improve their collaboration behavior.|
|Appears in Collections:||CSCL 2009|
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