When to Intervene? Utilizing Two Facets of Temporality in Students’ SRL Processes in a Programming Course-Reference-Cited by-同舟云学术

When to Intervene? Utilizing Two Facets of Temporality in Students’ SRL Processes in a Programming Course

Published:2023-03-13 Issue: Volume: Page:
ISSN:
Container-title:LAK23: 13th International Learning Analytics and Knowledge Conference
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Author:

Nazeri Sina¹^ORCID,Hatala Marek¹^ORCID,Salehian Kia Fatemeh²^ORCID

Affiliation:

1. Simon Fraser University, Canada

2. University of British Columbia, Canada

Publisher

ACM

Link

https://dl.acm.org/doi/pdf/10.1145/3576050.3576095

Reference43 articles.

1. Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges

2. Understanding and Reasoning about Real-Time Cognitive, Affective, and Metacognitive Processes to Foster Self-Regulation with Advanced Learning Technologies

3. Ryan S. J. D. Baker , Albert T. Corbett , and Angela Z. Wagner . 2006. Human Classification of Low-Fidelity Replays of Student Actions . In Proceedings of the Educational Data Mining Workshop at the 8th International Conference on Intelligent Tutoring Systems, 29–36 . Retrieved October 4, 2022 from http://130.203.136.95/viewdoc/summary?doi=10.1.1.102.2435 Ryan S. J. D. Baker, Albert T. Corbett, and Angela Z. Wagner. 2006. Human Classification of Low-Fidelity Replays of Student Actions. In Proceedings of the Educational Data Mining Workshop at the 8th International Conference on Intelligent Tutoring Systems, 29–36. Retrieved October 4, 2022 from http://130.203.136.95/viewdoc/summary?doi=10.1.1.102.2435

4. Process mining techniques for analysing patterns and strategies in students’ self-regulated learning

5. The importance and meaning of session behaviour in a MOOC

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