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Secondary students' online self-regulated learning during flipped learning: A latent profile analysis.

, , , и . Comput. Hum. Behav., (2021)

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Chris Protzel

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Awareness of cognitive and social behaviour in a CSCL environment., , , и . J. Comput. Assist. Learn., 31 (1): 59-77 (2015)Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool., , , , и . Comput. Hum. Behav., 27 (3): 1087-1102 (2011)Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection., , и . Comput. Hum. Behav., 26 (2): 151-161 (2010)Using a Reflection Tool to Increase Reliability of Peer Assessments in a CSCL Environment., , , и . CSCL, International Society of the Learning Sciences, (2011)Effects of self-regulated learning prompts in a flipped history classroom., , , и . Comput. Hum. Behav., (2020)The design of peer feedback and reflection tools in a CSCL environment., , и . CSCL (1), стр. 626-635. International Society of the Learning Sciences, (2009)Group awareness of social and cognitive behavior in a CSCL environment., , и . ICLS (1), стр. 230-237. International Society of the Learning Sciences / ACM DL, (2010)Fostering complex learning-task performance through scripting student use of computer supported representational tools., , , , и . Comput. Educ., 55 (4): 1707-1720 (2010)Secondary students' online self-regulated learning during flipped learning: A latent profile analysis., , , и . Comput. Hum. Behav., (2021)Self-regulated learning support in flipped learning videos enhances learning outcomes., , , и . Comput. Educ., (2020)