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Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
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Improving student midwives’ workplace learning by moving from self- to co-regulated learning!
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Is collaborative learners’ adoption of metacognitive regulation related to students’ content processing strategies and the level of transactivity in their peer discussions?
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Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups
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Promoting metacognitive regulation through collaborative problem solving on the web : when scripting does not work
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Promoting university students' metacognitive regulation through peer learning: the potential of reciprocal peer tutoring
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Exploring the potential impact of reciprocal peer tutoring on higher education students' metacognitive knowledge and regulation
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Fostering university students' metacognitive regulation through peer tutoring