Instructional Science

, Volume 33, Issue 5–6, pp 367–379

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

Introduction

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Copyright information

© Springer 2005

Authors and Affiliations

  1. 1.Department of Human DevelopmentUniversity of MarylandCollege ParkUSA
  2. 2.Department of Educational Psychology and Leadership StudiesUniversity of VictoriaVictoriaCanada

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