Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks

Autor:	DiDonato, Nicole C.
Zdroj:	Instructional Science, 2013 Jan 01. 41(1), 25-47.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/23372559 Zobrazit plný text záznamu Full text from SpringerLink