Search results for author:"Nadira Saab"
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Team Regulation, Regulation of Social Activities or Co-Regulation: Different Labels for Effective Regulation of Learning in CSCL
Metacognition and Learning Vol. 7, No. 1 (April 2012) pp. 1–6
Computer-supported collaborative learning (CSCL) is an approach to learning in which learners can actively and collaboratively construct knowledge by means of interaction and joint problem solving. Regulation of learning is especially important in...
Support of the Collaborative Inquiry Learning Process: Influence of Support on Task and Team Regulation
Metacognition and Learning Vol. 7, No. 1 (April 2012) pp. 7–23
Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning...
Supporting Communication in a Collaborative Discovery Learning Environment: The Effect of Instruction
Instructional Science: An International Journal of the Learning Sciences Vol. 35, No. 1 (January 2007) pp. 73–98
We present a study on the effect of instruction on collaboration in a collaborative discovery learning environment. The instruction we used, called RIDE, is built upon four principles identified in the literature on collaborative processes: Respect, ...
Peer assessment in MOOCs: The relationship between peer reviewers’ ability and authors’ essay performance
British Journal of Educational Technology Vol. 49, No. 1 (January 2018) pp. 101–110
In a relatively short period of time, massive open online courses (MOOCs) have become a considerable topic of research and debate, and the number of available MOOCs is rapidly growing. Along with issues of formal recognition and accreditation, this...
The Relation of Learners' Motivation with the Process of Collaborative Scientific Discovery Learning
Educational Studies Vol. 35, No. 2 (May 2009) pp. 205–222
In this study, we investigated the influence of individual learners' motivation on the collaborative discovery learning process. In this we distinguished the motivation of the individual learners and had eye for the composition of groups, which...
British Journal of Educational Psychology Vol. 75, No. 4 (December 2005) pp. 603–621
Background: Constructivist approaches to learning focus on learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. "Discovery learning" and "collaborative learning"...
Computers & Education Vol. 57, No. 2 (September 2011) pp. 1741–1748
Research suggests that providing others with elaborated explanations is more beneficial for learning than receiving explanations (e.g., Webb, 1989). Applied to chat communication in a collaborative inquiry learning environment, we would...