Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups
•Socially shared regulation plays a critical role in successful collaboration.•Process discovery is used to reveal how groups progress in regulated learning.•High performing groups evidenced temporal variety in challenges and strategies.•Low performing groups were often incapable of recognizing chal...
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| Vydané v: | Computers in human behavior Ročník 52; s. 562 - 572 |
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| Hlavní autori: | , , , |
| Médium: | Journal Article |
| Jazyk: | English |
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Elsevier Ltd
01.11.2015
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| ISSN: | 0747-5632, 1873-7692 |
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| Abstract | •Socially shared regulation plays a critical role in successful collaboration.•Process discovery is used to reveal how groups progress in regulated learning.•High performing groups evidenced temporal variety in challenges and strategies.•Low performing groups were often incapable of recognizing challenges.
Collaborative groups encounter many challenges in their learning. They need to recognize challenges that may hinder collaboration, and to develop appropriate strategies to strengthen collaboration. This study aims to explore how groups progress in their socially shared regulation of learning (SSRL) in the context of computer-supported collaborative learning (CSCL). Teacher education students (N=103) collaborated in groups of three to four students during a two-month multimedia course. The groups used the Virtual Collaborative Research Institute (VCRI) learning environment along with regulation tools that prompted them to recognize challenges that might hinder their collaboration and to develop SSRL strategies to overcome these challenges.
In the data analysis, the groups reported challenges, and the SSRL strategies they employed were analyzed to specify the focus and function of the SSRL. Process discovery was used to explore how groups progressed in their SSRL. The results indicated that depending on the phase of the course, the SSRL focus and function shifted from regulating external challenges towards regulating the cognitive and motivational aspects of their collaboration. However, the high-performing groups progressed in their SSRL in terms of evidencing temporal variety in challenges and SSRL strategies across time, which was not the case with low performing groups. |
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| AbstractList | •Socially shared regulation plays a critical role in successful collaboration.•Process discovery is used to reveal how groups progress in regulated learning.•High performing groups evidenced temporal variety in challenges and strategies.•Low performing groups were often incapable of recognizing challenges.
Collaborative groups encounter many challenges in their learning. They need to recognize challenges that may hinder collaboration, and to develop appropriate strategies to strengthen collaboration. This study aims to explore how groups progress in their socially shared regulation of learning (SSRL) in the context of computer-supported collaborative learning (CSCL). Teacher education students (N=103) collaborated in groups of three to four students during a two-month multimedia course. The groups used the Virtual Collaborative Research Institute (VCRI) learning environment along with regulation tools that prompted them to recognize challenges that might hinder their collaboration and to develop SSRL strategies to overcome these challenges.
In the data analysis, the groups reported challenges, and the SSRL strategies they employed were analyzed to specify the focus and function of the SSRL. Process discovery was used to explore how groups progressed in their SSRL. The results indicated that depending on the phase of the course, the SSRL focus and function shifted from regulating external challenges towards regulating the cognitive and motivational aspects of their collaboration. However, the high-performing groups progressed in their SSRL in terms of evidencing temporal variety in challenges and SSRL strategies across time, which was not the case with low performing groups. |
| Author | Panadero, Ernesto Malmberg, Jonna Järvelä, Sanna Järvenoja, Hanna |
| Author_xml | – sequence: 1 givenname: Jonna orcidid: 0000-0002-8890-4068 surname: Malmberg fullname: Malmberg, Jonna email: jonna.malmberg@oulu.fi – sequence: 2 givenname: Sanna surname: Järvelä fullname: Järvelä, Sanna – sequence: 3 givenname: Hanna surname: Järvenoja fullname: Järvenoja, Hanna – sequence: 4 givenname: Ernesto surname: Panadero fullname: Panadero, Ernesto |
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| Title | Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups |
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