Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds

Azevedo, Roger; Hadwin, Allyson F.

doi:10.1007/s11251-005-1272-9

Cited by 469

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Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds

Azevedo, Roger, Hadwin, Allyson F.·2005·Instructional Science

DOI 10.1007/s11251-005-1272-9

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THE ROLE OF TUTORING IN PROBLEM SOLVING *
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“Scaffolding involves providing assistance to students on an as-needed basis, fading the assistance as learner competence increases (Wood et al., 1976).”
Background
Learning from human tutoring
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Authors: Azevedo, R., & Hadwin, A. F.
Venue: Instructional Science
Publisher: Springer Science and Business Media LLC
Published: 2005-11
Volume: 33
Issue: 5-6
Pages: 367-379
ISSN: 0020-4277
1573-1952
DOI: 10.1007/s11251-005-1272-9
Cited by: 469
References: 3
Language: en
Licence: www.springer.com/tdm (tdm)

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