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dc.contributor.authorGogoulou, Agoritsa
dc.contributor.authorGouli, Evangelia
dc.contributor.authorTsakostas, Christos
dc.contributor.authorGrigoriadou, Maria
dc.date.accessioned2019-05-25T17:19:55Z
dc.date.accessioned2020-01-09T16:06:29Z-
dc.date.available2019-05-25T17:19:55Z
dc.date.available2020-01-09T16:06:29Z-
dc.date.issued2009-06
dc.identifier.citationGogoulou, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2009.1.621
dc.identifier.urihttps://repository.isls.org//handle/1/3009-
dc.description.abstractHaving 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleSelf-regulation in ACT: A case study in peer-assessment activitiesen_US
dc.typePapersen_US
Appears in Collections:CSCL 2009

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