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.
|Numero di pagine||11|
|Rivista||JE-LKS. JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY|
|Stato di pubblicazione||Published - 2011|
All Science Journal Classification (ASJC) codes
- Computer Science Applications