From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts

This publication has 18 references indexed in Scilit:

• Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration
  Educational Psychology Review, 2009
• Internal and external scripts in computer-supported collaborative inquiry learning
  Learning and Instruction, 2007
• Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups
  Learning and Instruction, 2007
• Collaboration Scripts – A Conceptual Analysis
  Educational Psychology Review, 2006
• Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
  Journal of the Learning Sciences, 2006
• The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity
  Journal of the Learning Sciences, 2004
• Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective
  Educational Psychologist, 2003
• Double‐fading support — a training approach to complex software systems
  Journal of Computer Assisted Learning, 2000
• Transactive Peer Tutoring: Distributing Cognition and Metacognition
  Educational Psychology Review, 1998
• Skill acquisition: Compilation of weak-method problem situations.
  Psychological Review, 1987