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In collaborative learning situations, monitoring is needed to maintain common progress toward shared goals. The present study aimed to analyze group-level monitoring events, as well as groups’ reactions to these events, to identify instances of adaptive regulation and maladaptive behavior. Three dimensions of monitoring events were qualitatively co...
This systematic review on data modalities synthesises the research findings in terms of how to optimally use and combine such modalities when investigating cognitive, motivational, and emotional learning processes. ERIC, WoS, and ScienceDirect databases were searched with specific keywords and inclusion criteria for research on data modalities, res...
This dissertation explores adaptive regulation in collaborative learning by using novel technologies for data collection and analysis. Adaptation is a key feature of regulated learning, because through adaptation learners change their ways of thinking and learning when faced with challenges. However, because of methodological limitations, studying...
s In socially shared regulation of learning, adaptation is a key process for overcoming collaborative learning challenges. Monitoring the learning process allows learners to recognize the situations that require a need to change, revise, or optimize the current learning process. This can be done through adapting their strategies, task perception, g...
Investigating the temporal order of regulatory processes can explain in more detail the mechanisms behind success or lack of success during collaborative learning. The aim of this study is to explore the differences between high- and low-challenge collaborative learning sessions. This is achieved through examining how the three phases of self-regul...
Self-regulation is an invisible demanding mental skill that individuals must acquire to effectively function (cognitively, socially, emotionally) in the world. The problem is that the processes at the foundation of this regulation are invisible and thus very challenging to understand, support, and influence. While self-regulation of learning (SRL) is difficult for individuals, it is even more so when interacting with peers and in teams; co-regulation (CoRL) and socially shared regulation (SSRL) respectively. CLEVER aims to identify and support the regulation of complex learning process in groups in such a way that the individuals concomitantly also acquire those skills.