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

Learning and Instruction

Volumn 21, Issue 6, 2011, Pages 746-756

  Wecker, Christof ^a   Fischer, Frank ^a  

^a UNIVERSITY OF MUNICH   (Germany)

Author keywords

Argumentation; Collaboration scripts; Fading; Peer monitoring; Skill acquisition

Indexed keywords

EID: 80051812027     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2011.05.001     Document Type: Article

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