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Classroom and technology-supported help seeking: The need for converging research paradigms
ARTICLE

Learning and Instruction Volume 21, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Contributions to this special section represent advances in understanding help seeking as a self-regulated learning strategy that occurs in classrooms, during computer-mediated communications, and when using intelligent systems that provide help to improve learners’ help-seeking skills and knowledge acquisition. Collectively, the research and development contributes information relevant for all phases of the help-seeking process. My comments focus on: (a) features of technology-supported help seeking that have implications for motivation, (b) the need for increased attention to the instructional context in which technology-supported help seeking occurs, (c) a necessary convergence of classroom and technology-supported help-seeking research paradigms, and (d) reconsideration of help seeking as a social-interactive strategy.

Citation

Karabenick, S.A. (2011). Classroom and technology-supported help seeking: The need for converging research paradigms. Learning and Instruction, 21(2), 290-296. Elsevier Ltd. Retrieved June 26, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2010.07.007

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