Promoting behavior regulation in cooperative online learning tasks through evaluation
DOI:
https://doi.org/10.5944/ried.1.14.808Keywords:
collaborative learning, learning assessment, teaching/learning strategies, regulated learning, online learning environments, higher educationAbstract
Although online collaborative learning presents new opportunities to promote regulated behaviors to support the joint construction of meaning, in teaching practice, this aspect can present several difficulties. The purpose of this article is to explain, from a sociocultural perspective, some of the strategies employed by students when engaged in cooperative learning tasks. A virtual university course was studied empirically to evaluate and promote cooperative regulated behavior during argumentative tasks based on written argumentation in virtual and asynchronous communication environments.
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