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Establishing task demands and setting goals contributed to building a shared understanding of the collaborative learning task.
Table 1 The coding scheme for co-regulation in CSCL Dimension Category Examples Goal orientation Establishing task demands and setting goals (ES) "This task requires us to make Flash animation".
Students in high-achievement groups demonstrated a high proportion of co-regulatory behaviors, including establishing task demands and setting goals, advancing and explaining solutions, monitoring or controlling group progress, reflecting on group goals and progress, and making adaptations.
It was very clear that the high-achievement groups demonstrated a higher proportion of behaviors in terms of establishing task demands and setting goals (ES), advancing and explaining solutions (AE), monitoring or controlling group progress (MC), reflecting on group goals and progress (RE), and making adaptations (MA).
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The government shoulders the research costs for capitalists but makes no demands and sets no conditions.
In April it issued a list of 13 demands and set a deadline of May 5th for the government to comply.
The behavioral path ES → MC indicated that when students established task demands and set goals, they tended to monitor and control the learning process.
The behavioral path OT → CO indicated that although students talked about irrelevant opics, they could return to establish task demands and set goals.
The behavioral path ES → ES indicated that when students established task demands and set goals, they tended to remain consistent in co-regulation behaviors.
These results indicate that students continually establish task demands and set goals, negotiate the division of labor, reflect on the group's goals and progress, and discuss unrelated topics.
In talks which would later be ratified as the Reichenbach Convention they agreed on general peace demands and set out a process by which Austria could enter into the war on the coalition side.
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