ABSTRACT
Comprehension monitoring and regulation in a distance learning situation were examined in comparison to individual learning through an error-detection paradigm. The collaborative learning condition produced significantly better learning and monitoring. These results were interpreted as the effect of regulative interaction in the collaboration. Then, the specific interactions of 3 good and 3 poor pairs were contrasted to examine their interaction pattern in terms of monitoring and regulation. The results showed that the good pairs had a higher level of monitoring and regulative interaction. Also when the good and poor groups successfully monitored comprehension failure, the poor groups implemented less effective regulation strategies.
