Young students in elementary education often have problems effectively controlling and monitoring their learning in complex computer-based environments. In the Atgentive project, we developed a computerized scaffolding system to support students' selfregulated learning to overcome that problem. This thesis addresses the research question: What are the effects of computerized scaffolding of self-regulated learning on learning of collaborating students? To answer this question seven sub-questions were formulated, which were answered in seven chapters in this thesis. The questions and their answers are grounded in the theoretical constructs: self-regulated learning, scaffolding and the sociocognitive perspective on collaborative learning.
|Award date||24 Nov 2011|
|Place of Publication||Amsterdam|
|Publication status||Published - 24 Nov 2011|