Show
Sort by
-
Differential effects of reading strategy intervention for three levels of comprehenders : focus on text comprehension and autonomous reading motivation
-
The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content
-
- Journal Article
- A1
- open access
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
-
Collaborative learning groups’ adoption of shared metacognitive regulation : examining the impact of structuring versus reflection-provoking support and its relation with group performance
-
Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics
-
Supporting struggling readers at secondary school : an intervention of reading strategy instruction
-
Variations in socially shared metacognitive regulation and their relation with university students’ performance
-
Factors associated with reading comprehension of secondary school students
-
The functions of shared regulation during collaborative learning and their relation with students' performance
-
- Conference Paper
- C3
- open access
The effect of structuring versus reflection-provoking support on students' shared metacognitive regulation
-
How to support shared regulation during face-to-face collaborative learning?
(2018) -
Are variations in shared regulation equally beneficial for all collaborative learners' performance?
(2018) -
Assessing prerequisites and processes of self-, co-, and shared regulation during collaborative learning
-
Is collaborative learners’ adoption of metacognitive regulation related to students’ content processing strategies and the level of transactivity in their peer discussions?
-
Creating a powerful learning environment fostering university students’ expertise in metacognitive regulation
(2017) -
Micro-analysis of collaborative learners’ socially shared regulation
(2017) -
Metacognitive regulation during collaborative learning : Does sharing always imply quality?
(2017) -
The influence of social background on participation in adult education : applying the cultural capital framework
-
Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups
-
Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds
-
Process-oriented analysis of collaborative learners’ metacognitive regulation behaviour
(2016) -
Social forms of metacognitive regulation during peer tutoring: how do they evolve and how to support them?
(2016) -
Promoting university students' metacognitive regulation through peer learning: the potential of reciprocal peer tutoring
-
Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students' content processing and transactive discussions
-
Portraying peer tutoring groups' evolution towards socially shared metacognitive regulation
-
Which regulation behaviour is shared? A study in reciprocal peer tutoring groups
-
Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates
-
Not all of collaborative learners' metacognitive regulation is socially shared: A study of reciprocal peer tutoring groups
-
Exploring the relations between reciprocal peer tutoring groups' metacognitive regulation, cognitive processing, and transactive discussions
-
Uncovering evolutions in reciprocal peer tutoring groups' socially shared regulation
-
Socially shared metacognitive regulation in higher education reciprocal peer tutoring groups: Unravelling its correlates
-
The role of teacher behavior in adolescents' intrinsic reading motivation
-
Exploring evolutions in reciprocal peer tutoring groups' metacognitive regulation: an interaction analysis
-
From peer tutoring to metacognitive regulation: the impact of reciprocal peer tutoring
-
Learning to regulate from peers? An analysis on peer tutoring groups' metacognitive regulation
-
Peers regulating each other? Evolutions in peer tutoring groups' socially shared regulation
-
University students learning to regulate together: evolutions in reciprocal peer tutoring groups' metacognitive regulation
-
Exploring the potential impact of reciprocal peer tutoring on higher education students' metacognitive knowledge and regulation
-
Peer tutoring interactions as stimulators of metacognitive regulation?
-
Peer tutoring groups as metacognitive learning environments?
-
Validation of a Chinese version of metacognitive awareness of reading strategies inventory
-
Fostering university students' metacognitive regulation through peer tutoring
-
Van peer tutoring tot metacognitieve regulatie? Een studie naar de potentiële impact van reciproke peer tutoring in het hoger onderwijs
-
- Conference Paper
- C1
- open access
Peer tutoringinteracties als stimulator van metacognitieve regulatievaardigheden?
-
Think peer! The potential of reciprocal peer tutoring in promoting university students' metacognition
-
Assessing collaboration in a wiki: the reliability of university students' peer assessment
-
Long term study of safe internet use of young children
-
- Conference Paper
- C1
- open access
De impact van reciproke peer tutoring op de metacognitie van studenten hoger onderwijs
-
Structuring asynchronous discussion groups: comparing scripting by assigning roles with regulation by cross-age peer tutors
-
Content analysis in asynchronous discussion groups: studying role internalization
-
- Journal Article
- A1
- open access
Studying thought processes of online peer tutors through stimulated-recall interviews
-
- Journal Article
- A1
- open access
Roles as a structuring tool in online discussion groups: the differential impact of different roles on social knowledge construction
-
Cross-age peer tutors in asynchronous discussion groups: exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics
-
Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support
-
- Journal Article
- A1
- open access
Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students’ levels of knowledge construction through social negotiation
-
Tagging thinking types in asynchronous discussion groups: effects on critical thinking
-
Cross-age peer tutors in asynchronous discussion groups: Studying the impact of tutors labelling their interventions.
-
- Journal Article
- A1
- open access
Structuring asynchronous discussion groups by introducing roles: do students act in line with assigned roles?
-
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking
-
Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour
-
- Journal Article
- A1
- open access
ICT integration in the classroom: Challenging the potential of a school policy
-
Roles as structuring tool in online discussion groups: Studying students' role performance and the impact on knowledge construction.
-
Fostering university students' knowledge construction in asynchronous discussion groups by means of the use of knowledge types.
-
The Use of "Knowledge Types" as Scripting Tool to Enhance Critical Thinking in Online Discussions.
-
Cross-age peer tutors in asynchronous discussion groups. Promoting tutors' efficacy beliefs and grading up the quality of interventions.
-
Scripting by assigning roles: does it improve knowledge construction in asynchronous discussion groups?
-
Peer tutoring in het hoger onderwijs. Een studie naar tutorgedrag binnen een online en face-to-face setting
-
Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics
-
Primary school children's safe and unsafe use of the Internet at home and at school: An exploratory study
-
- Journal Article
- A1
- open access
Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups
-
About scripting: the effects of two CSCL scripts on university students' critical thinking
-
Applying role assignment and self-assessment to support social knowledge construction in asynchronous discussion groups.
-
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
-
Collaborative Learning and ICT: The Flemish Experiences
-
The impact of role assignment as scripting tool on knowledge construction in asynchronous discussion groups.
-
On line tutors onder de loep: een analyse van tutorbijdragen binnen asynchrone discussiegroepen.
-
Een onderzoek naar de impact van rollen in asynchrone discussiegroepen: meetinstrumenten en analysetechnieken.
-
Comparing analysis schemes and applying multilevel modelling: Methodological issues in the study of the impact of role assignment in asynchronous discussion groups.
-
Uncovering the impact of self-assessment on freshman's social construction of knowledge in online asynchronous discussion groups.
-
Comparing knowledge construction in two cohorts of asynchronous discussion groups with and without role assignment.
-
Graduate students as peer tutors in asynchronous discussion groups: An exploration of individual tutoring styles.
-
Self-assessment en kennisconstructie in asynchrone discussiegroepen.
-
The impact of role assignment on knowledge construction in asynchronous discussion groups - A multilevel analysis