Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts
Author:
Funder
internal KU Leuven funds
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11409-023-09363-w.pdf
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5. Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short-and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance. Computers in Human Behavior, 52 , 293-306. Retrieved from https://www.sciencedirect.com/science/article/pii/S0747563215004197
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1. Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions;Metacognition and Learning;2023-11-06
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