@article {1145,
	title = {CO-REGULATION PROCESSES WITHIN INTERACTIVE DYNAMICS: INSIGHTS FROM SECOND GRADERS{\textquoteright} COOPERATIVE WRITING},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {425-436},
	abstract = {This research aims at analyzing the features of interactive dynamics in second graders{\textquoteright} peer interactions (age 7-8) during cooperative writing in classroom settings. Focused on in-depth qualitative analyses of videotaped data, four pupil pairs{\textquoteright} interactions have been examined in light of three dimensions: social, cooperative and cognitive. Within two main types of dynamics (favoring vs. not favoring learning), conjectures have been drawn about co-regulation processes in peer learning. While negative dynamics have shown to be detrimental for the cognitive processing of the task, thus needing teacher contextual regulation, positive dynamics have revealed three forms of teamwork, labelled self-reliant, autonomous and dependent. The results show that young learners, even when engaged in positive dynamics, are not always able to co-regulate peer learning. These findings call for teacher{\textquoteright}s careful observation in order to scaffold learners{\textquoteright} cognitive processing.},
	keywords = {collaborative writing, cooperative learning, interactive dynamics, learning processes, qualitative analysis},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.425},
	url = {http://oaji.net/articles/2017/457-1533495354.pdf},
	author = {Katia Lehraus and G{\'e}ry Marcoux}
}
@article {1105,
	title = {THE IMPACT OF MOBILE TABLET USE ON STUDENTS{\textquoteright} PERCEPTION OF LEARNING PROCESSES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {29-42},
	abstract = {The purpose of the current research was to explore the impact of tablet use for various subjects in Israeli schools on students{\textquoteright} perception of learning processes in the cognitive and affective dimensions. For this purpose, 122 ninth and tenth grade students from the Boyar School in Jerusalem completed an online questionnaire. The main hypotheses were that a difference would be found between STEM (science, technology, engineering, and mathematics) and non-STEM subjects in the weight attributed to the cognitive dimension of tablet use, as well as in the weight attributed to the affective dimension of tablet use. These hypotheses were not confirmed. In contrast, the hypothesis concerning gender differences in the weight attributed to cognitive and affective dimensions was partially confirmed. Males attributed more weight than female adolescents to both the cognitive and affective dimensions of tablet use. A possible explanation of the findings is the male inclination towards STEM subjects that include more cognitive use of learning. In future studies, it is advisable to utilize a larger sample and to thoroughly explore gender differences regarding this topic.},
	keywords = {educational pedagogy, learning processes, STEM, tablet},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.29},
	url = {http://oaji.net/articles/2017/457-1519987967.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
