Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7317
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dc.contributor.authorFett, Kerstin
dc.contributor.authorGreisel, Martin
dc.contributor.authorDresel, Markus
dc.contributor.authorKollar, Ingo
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:44:06Z
dc.date.accessioned2021-10-09T19:46:29Z-
dc.date.available2021-10-09T15:44:06Z
dc.date.available2021-10-09T19:46:29Z-
dc.date.issued2021-06
dc.identifier.citationFett, K., Greisel, M., Dresel, M., & Kollar, I. (2021). Do all Roads Lead to Rome? An Expert Study to Assess the Immediacy of Strategies to Regulate Collaborative Learning . In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 201-204). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2021.201
dc.identifier.urihttps://repository.isls.org//handle/1/7317-
dc.description.abstractWhen students work collaboratively, a wide range of different comprehension-related, motivational-affective, coordination- and resource-related problems may arise. To learn and collaborate effectively, these problems need to be regulated with the help of appropriate strategies. Different regulation strategies can however be differently immediate for the solution of different problems. By aid of an online questionnaire, we therefore asked N = 71 international experts from research on Computer-Supported Collaborative Learning (CSCL) to assess for individual problem types to what extent they felt that different regulatory strategies would be immediately effective or not. As a result of the analysis of the respective median for the individual strategies, it became apparent that, according to the experts, primarily but not exclusively comprehension problems should be regulated with cognitive strategies, coordination problems with metacognitive strategies, motivation problems with motivational strategies and resource problems with resource-oriented strategies. This has important implications for the design of interventions designed to support groups to effectively regulate their collaborative learning processes.en_US
dc.format.extentpp. 201-204
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021en_US
dc.subjectCSCLen_US
dc.titleDo all Roads Lead to Rome? An Expert Study to Assess the Immediacy of Strategies to Regulate Collaborative Learningen_US
dc.typeConference Paperen_US
dc.typeShort Paperen_US
Appears in Collections:ISLS Annual Meeting 2021

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