Classroom and technology-supported help seeking: The need for converging research paradigms
Learning and Instruction Volume 21, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd
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.
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.
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An educational neuroscience perspective on tutoring: To what extent can electrophysiological measures improve the contingency of tutor scaffolding and feedback?
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Themes in Science and Technology Education Vol. 9, No. 2 (Nov 10, 2017) pp. 109–125
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