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The present paper examines the relationship between assessment, locomotion and attitudes and learning outcomes in a Computer-supported collaborative learning (CSCL) framework. Results showed that regulatory mode predicted exam marks, numbers of tasks completed, messages sent and attitudes towards the course and the ingroup. The theoretical implications and some reflections about CSCL and Regulatory-mode Theory (RMT) are presented.


CSCL Regulatory-mode theory higher education assessment locomotion.

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How to Cite
Mirisola, A., Benigno, V., & Chifari, A. (2011). A study of the relationship between regulatory systems, assessment e locomotion, and online learning groups. Journal of E-Learning and Knowledge Society, 7(1).