The present paper examines the relationship between assessment, locomotion and attitudes and learning outcomes in a Computer-supported collaborative learning (CSCL) framework. Results showed that regulatory mode predicted exam marks, numbers of tasks completed, messages sent and attitudes towards the course and the ingroup. The theoretical implications and some reflections about CSCL and Regulatory-mode Theory (RMT) are presented.
Mirisola, A., Benigno, V., Chifari, A. (2011). A study of the relationship between regulatory systems, assessment e locomotion, and online learning groups. JE-LKS. JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY, 7(1), 101-111.
A study of the relationship between regulatory systems, assessment e locomotion, and online learning groups
MIRISOLA, Alberto;CHIFARI, Antonella
2011-01-01
Abstract
The present paper examines the relationship between assessment, locomotion and attitudes and learning outcomes in a Computer-supported collaborative learning (CSCL) framework. Results showed that regulatory mode predicted exam marks, numbers of tasks completed, messages sent and attitudes towards the course and the ingroup. The theoretical implications and some reflections about CSCL and Regulatory-mode Theory (RMT) are presented.
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