Knowledge-building and metacognition matter: Detecting differences between high- and low-performance groups in computer-supported collaborative learning-Reference-Cited by-同舟云学术

Knowledge-building and metacognition matter: Detecting differences between high- and low-performance groups in computer-supported collaborative learning

Published:2021-10-21 Issue: Volume: Page:1-11
ISSN:1470-3297
Container-title:Innovations in Education and Teaching International
language:en
Short-container-title:Innovations in Education and Teaching International

Author:

Zheng Lanqin¹,Niu Jiayu¹,Zhong Lu¹,Gyasi Juliana Fosua¹

Affiliation:

1. School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, China

Funder

International Joint Research Project of Huiyan International College

Beijing Normal University

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/14703297.2021.1988678

Reference34 articles.

1. Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving

2. Observing Interaction

3. Regulation and socio-emotional interactions in a positive and a negative group climate

4. Group metacognition in online collaborative learning: validity and reliability of the group metacognition scale (GMS)

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