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Three studies of student regulation of learning were undertaken. In the first study, the temporal organization of the self-regulation process was examined within an individual learning context. Multilevel analysis showed linear and quadratic relations between self-regulation process and the phase of learning. An unexpected negative direct relation between self-regulation and test performance was only found for the process of ''directing''. In the two other studies, collaborative computer learning within a 3D environment, on the one hand, and within the context of literacy practices, on the other hand, was examined. Self-regulative processes as ''monitoring,'' ''directing,'' and ''testing'' occurred less frequently than ''grounding'' and ''common agreement'' activities. In all three studies, the students rarely ''orient'' themselves towards the learning task. It is concluded that the adequacy of regulation and not the frequency is important for student learning.

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Online learning has become increasingly popular due to technology advancement that allows discussion to occur at distance. Most studies report on students' learning achievement as a result of effective online learning while assessment on the learning process is also necessary. It is possible by applying data mining technique where students' online learning experiences can be assessed based on their log files. This study found that students could also perform well by being a silent learner during online learning. However, students have to spend more effort to be a successful silent learner as suggested by the produced predictive model.

Reciprocal Peer tutoring (RPT) can support students in enhancing their critical thinking during learning process. The evolution of internet technology has shifted face-to-face peer tutoring to an online environment such as use of a social networking site, Facebook. In addition, Facebook Group provides a space for students and instructor to discuss academic related matters. However, depending solely on the Facebook medium without proper design learning activities do not guarantee active learning among students. In addition, educators might face multiple challenges by using social networking site such as Facebook for teaching and learning purpose. Thus, this study integrated online reciprocal peer tutoring arrangements in Facebook to stimulate students' critical thinking. A total of 29 students involved in the online discussions through Facebook with 14 Facebook Group pages were created. During discussion, tutor will used guided peer questioning strategy initiate tutee to think to the higher levels. This study employed lag sequential analysis to empirically explore patterns of critical thinking processing in Facebook discussions among High and Low critical thinking groups. The results showed that, apparently, High critical thinking group emerged thinking pattern which progressing from lower to higher order thinking processes which are very crucial in shaping their thinking to the higher levels. Additionally, by asking students' prior knowledge and understanding frequently can help students to gain greater understanding of the topic and further initiate their higher level of critical thinking. INDEX TERMS Facebook, critical thinking, online reciprocal peer tutoring, sequential analysis, type of question.

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PLASTICITY determinations of raw and masticated rubber have in recent years attracted a great deal of the rubber chemists' attention, as the publications of Marzetti, Williams, De Vries, Griffiths and others have proved. In various laboratories, plasticity measurements have even become routine tests for raw and masticated rubber. There are, generally speaking, two methods of determining the plasticity of rubber, viz.: (1) The extrusion method, in which the masticated dough is extruded through an orifice (Marzetti), and the extruded portion weighed. This method can be used only for masticated rubber and rubber mixings. (2) The compression method, in which a piece of raw or masticated rubber is compressed and the decrease in thickness is measured. The latter method has been used in the past by many investigators for plasticity measurements of various substances, e.g., by Speedy, who as long ago as 1920 carried out plasticity determinations on gutta-percha, balata, and various bitumens with the Widney resiliometer, an apparatus based on the compression principle. Williams was the first to apply this method, in 1924, to the determination of the plasticity of rubber, and since then De Vries especially has made use of this method in his extensive investigations of the plasticity of raw rubber.