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dc.contributor.authorSplichal, Jin MIchael
dc.contributor.authorOshima, Jun
dc.contributor.authorOshima, Ritsuko
dc.date.accessioned2017-06-19T11:35:36Z
dc.date.accessioned2017-06-19T09:42:36Z-
dc.date.available2017-06-19T11:35:36Z
dc.date.available2017-06-19T09:42:36Z-
dc.date.issued2016-07
dc.identifier.citationSplichal, J. M., Oshima, J., & Oshima, R. (2016). Learning Environments to Facilitate Students' Regulation in Knowledge Building 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 2. Singapore: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/321-
dc.identifier.urihttps://doi.dx.org/10.22318/icls2016.114
dc.description.abstractWe designed a project-based learning environment with Knowledge Forum to facilitate students’ regulation of collaboration and examined how they developed regulation scripts through their experience. Jigsaw activity structure was implemented in the PBL design as a macro script. In addition, micro-scripts were provided for students to reflect on their group work and individual contribution in KF notes. A clustering analysis of students’ regulation scripts revealed that they developed scripts through a variety of trajectories. Further case studies suggested: (1) that students develop their scripts when they recognized meaningful challenges, (2) that they construct scripts of socially shared regulation when they recognize epistemic challenge whereas they do co-regulation scripts when they recognize socio-emotional challenge.en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleLearning Environments to Facilitate Students' Regulation in Knowledge Buildingen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2016

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