Using regulation activities to improve undergraduate collaborative writing on wikis

References

• Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research & Development, 56, 45–72.
   Web of Science ®Google Scholar
• Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105, 25–38.10.1037/a0029692
   Web of Science ®Google Scholar
• Charney, D., Newman, J. H., & Palmquist, M. (1995). ‘I’m just no good at writing’: Epistemological style and attitudes toward writing. Written Communication, 12, 298–329.10.1177/0741088395012003004
   Web of Science ®Google Scholar
• Cole, M. (2009). Using wiki technology to support student engagement: Lessons from the trenches. Computers & Education, 52, 141–146.
   Web of Science ®Google Scholar
• Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9, 242–249.
   Google Scholar
• De Weaver, B., Hämäläinen, R., Voet, M., & Gielen, M. (2015). A wiki task for first-year university students: The effect of scripting students’ collaboration. Internet and Higher Education, 25, 37–44.10.1016/j.iheduc.2014.12.002
   Web of Science ®Google Scholar
• Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264.10.1007/s11409-008-9029-x
   Web of Science ®Google Scholar
• Faidley, J., Evensen, D. H., Salisbury-Glennon, J., Glenn, J., & Hmelo, C. E. (2000). How are we doing? Methods of assessing group processing in a problem-based learning context. In D. H. Evensen & C. E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 109–135). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Gallavan, N. P., Bowles, F. A., & Young, C. T. (2007). Learning to write and writing to learn: Insights from teacher candidates. Action in Teacher Education, 29, 61–69.10.1080/01626620.2007.10463449
   Google Scholar
• Hammann, L. (2005). Self-regulation in academic writing tasks. International Journal of Teaching and Learning in Higher Education, 17, 15–26.
   Google Scholar
• Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools. Educational Technology Research and Development, 63, 125–142.10.1007/s11423-014-9358-1
   Google Scholar
• Karasavvidis, I. (2010). Wiki uses in higher education: Exploring barriers to successful implementation. Interactive Learning Environments, 18, 219–231.10.1080/10494820.2010.500514
   Web of Science ®Google Scholar
• Martinez, C. T., Kock, N., & Cass, J. (2011). Pain and pleasure in short essay writing: Factors predicting university students’ writing anxiety and writing self-efficacy. Journal of Adolescent & Adult Literacy, 54, 351–360.
   Web of Science ®Google Scholar
• Megele, C. (2015). eABLE: Embedding social media in academic curriculum as a learning and assessment strategy to enhance students learning and e-professionalism. Innovations in Education and Teaching International, 52, 414–425. doi: 10.1080/14703297.2014.890951
   Web of Science ®Google Scholar
• Meishar-Tal, H., & Gorsky, P. (2010). Wikis: What students do and do not do when writing collaboratively. Open Learning, 25, 25–35.10.1080/02680510903482074
   Google Scholar
• O’Bannon, B. W., Lubke, J., & Britt, V. G. (2013). You still need that face-to-face communication: Drawing implications from preservice teachers’ perceptions of wikis as a collaborative tool. Technology, Pedagogy, and Education, 22, 135–152.10.1080/1475939X.2012.755470
   Web of Science ®Google Scholar
• Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531–549.10.1037/a0019243
   Web of Science ®Google Scholar
• Su, F., & Beaumont, C. (2010). Evaluating the use of a wiki for collaborative learning. Innovations in Education and Teaching International, 47, 417–431.10.1080/14703297.2010.518428
   Web of Science ®Google Scholar
• Volet, S., Vauras, M., & Salonen, P. (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44, 215–226.10.1080/00461520903213584
   Web of Science ®Google Scholar
• Wheeler, S., & Wheeler, D. (2009). Using wikis to promote quality learning in teacher training. Learning, Media and Technology, 34, 1–10.10.1080/17439880902759851
   Web of Science ®Google Scholar
• Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Witney, D., & Smallbone, T. (2011). Wiki work: Can using wikis enhance student collaboration for group assignment tasks? Innovations in Education and Teaching International, 48, 101–110.10.1080/14703297.2010.543765
   Web of Science ®Google Scholar
• Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845–862.10.3102/00028312031004845
   Web of Science ®Google Scholar
• Zimmerman, B. J., & Schunk, D. (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge.
   Google Scholar