Supporting technology-enhanced inquiry through metacognitive and cognitive prompts: Sequential analysis of metacognitive actions in response to mixed prompts
作者：
Highlights：
• Exploration of the possible alignment between scaffolding and learning behaviors.
• Examination of the fading effect on the regulation process for developing students' inquiry practices.
• Metacognitive actions during the prompted inquiry tasks in computer-based learning environments (CBLEs).
摘要
•Exploration of the possible alignment between scaffolding and learning behaviors.•Examination of the fading effect on the regulation process for developing students' inquiry practices.•Metacognitive actions during the prompted inquiry tasks in computer-based learning environments (CBLEs).
论文关键词：Metacognition,Inquiry,Prompts,Technology-enhanced learning,Sequential analysis
论文评审过程：Received 27 April 2016, Revised 22 September 2016, Accepted 3 October 2016, Available online 17 October 2016, Version of Record 26 April 2017.
论文官网地址：https://doi.org/10.1016/j.chb.2016.10.004
