Examining university teachers’ self-regulation in using a learning analytics dashboard for online collaboration
Author:
Funder
Fonds de Recherche du Québec-Société et Culture
Federation for the Humanities and Social Sciences
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12131-7.pdf
Reference62 articles.
1. Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4(1), 87–95. https://doi.org/10.1007/s11409-009-9035-7
2. Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3), 523–535. https://doi.org/10.1037/0022-0663.96.3.523
3. Azevedo, R., Guthrie, J. T., & Seibert, D. (2004). The role of self-regulated learning in fostering students’ conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30(1–2), 87–111. https://doi.org/10.2190/DVWX-GM1T-6THQ-5WC7
4. Bakharia, A., & Dawson, S. (2011). In P. Long, G. Siemens, G. Conole, & D. Gašević (Eds.), SNAPP (p. 168). ACM. https://doi.org/10.1145/2090116.2090144
5. Bannert, M., Reimann, P., & Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students’ self-regulated learning. Metacognition and Learning, 9(2), 161–185. https://doi.org/10.1007/s11409-013-9107-6
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