Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds
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- 1 November 2005
- journal article
- Published by Springer Nature in Instructional Science
- Vol. 33 (5-6), 367-379
- https://doi.org/10.1007/s11251-005-1272-9
Abstract
No abstract availableKeywords
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