Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3011
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dc.contributor.authorPifarré, Manoli
dc.contributor.authorCobos, Ruth
dc.date.accessioned2019-05-25T17:19:58Z
dc.date.accessioned2020-01-09T16:06:30Z-
dc.date.available2019-05-25T17:19:58Z
dc.date.available2020-01-09T16:06:30Z-
dc.date.issued2009-06
dc.identifier.citationPifarré, M. & Cobos, R. (2009). Working collaboratively in small groups supported by KnowCat System: incidence on self-regulated learning processes. In O'Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 636-640). Rhodes, Greece: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2009.1.636
dc.identifier.urihttps://repository.isls.org//handle/1/3011-
dc.description.abstractThe aim of this research study was to examine the development of higher students' self-regulated processes after their participation in a specific CSCL system called KnowCat. Twenty-six university students participated in a 6-month learning project. During this period KnowCat learning environment was used to support scaffolding process among students in small group collaborative work. In the research study students' scaffolding processes in the different small groups were analyzed qualitatively. The results obtained in this study showed small group interaction patterns appeared while their members were working together throughout the instructional process supported by KnowCat. These interaction patters were related with an increasing number of self-regulated processes, specially planning, asking for clarification and monitoring skills.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleWorking collaboratively in small groups supported by KnowCat System: incidence on self-regulated learning processesen_US
dc.typePapersen_US
Appears in Collections:CSCL 2009

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