Instructional Science

, Volume 33, Issue 5, pp 367–379

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

Authors

    • Department of Human DevelopmentUniversity of Maryland
  • Allyson F. Hadwin
    • Department of Educational Psychology and Leadership StudiesUniversity of Victoria
Introduction

DOI: 10.1007/s11251-005-1272-9

Cite this article as:
Azevedo, R. & Hadwin, A.F. Instr Sci (2005) 33: 367. doi:10.1007/s11251-005-1272-9

Copyright information

© Springer 2005