Effects of the group‐regulation promotion approach on students’ individual and collaborative learning performance, perceptions of regulation and regulation behaviours in project‐based tasks

Group regulation has been recognised as an important factor affecting students' performances in project‐based learning. However, students often experience unsuccessful project outcomes due to several factors, such as unfocused negotiation and lack of project monitoring. In this study, a group r...

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Bibliographic Details
Published in:British journal of educational technology 2021-11, Vol.52 (6), p.2278-2298
Main Author: Lai, Chiu‐Lin
Format: Article
Language:English
Subjects:
Active Learning
Behavior
Collaborative learning
Control Groups
Cooperative Learning
Group Dynamics
group regulation
higher education
Instructional Effectiveness
Late Adolescents
Learning
Learning Activities
Modules
Performance evaluation
Performance Factors
Progress Monitoring
project‐based learning
self‐regulation
Student Behavior
Student Projects
Students
Teaching Methods
Undergraduate Students
Undergraduate study
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