Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48(1):25–39, 2013) that successful collaboration in CSCL contexts requires targeted...

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Vydané v:	Educational technology research and development Ročník 63; číslo 1; s. 125 - 142
Hlavní autori:	Järvelä, Sanna, Kirschner, Paul A., Panadero, Ernesto, Malmberg, Jonna, Phielix, Chris, Jaspers, Jos, Koivuniemi, Marika, Järvenoja, Hanna
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	New York Springer Science + Business Media 01.02.2015 Springer US Springer Springer Nature B.V
Predmet:	21st Century Skills Affective Behavior CAI Collaborative learning Computer assisted instruction Computer Uses in Education Computers Cooperative Learning DEVELOPMENT ARTICLE Education Educational Technology Group Unity Group work in education Instructional Design Laws, regulations and rules Learning and Instruction Learning Processes Learning Strategies Open Universities Problem Solving Psychological Patterns Teacher Improvement Teaching Methods Team learning approach in education Self-regulated learning Technological tools Collaborative learning Socially shared regulation of learning Computer supported collaborative learning
ISSN:	1042-1629, 1556-6501
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Abstract	For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48(1):25–39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual self-regulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL. These (meta)cognitive, social, motivational, and emotional aspects related to being/becoming aware of how one learns alone and with others are for the most part neglected in traditional CSCL support. Based upon a review of theoretical and empirical studies on the potential of and challenges to collaboration, three design principles for supporting SSRL are introduced: (1) increasing learner awareness of their own and others' learning processes, (2) supporting externalization of one's own and others' learning process and helping to share and interact, and (3) prompting acquisition and activation of regulatory processes. Finally, an illustrative example is presented for how these principles are applied in a technological tool for supporting SSRL.
AbstractList	For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48(1):25-39, 2013 (See CR35)) that successful collaboration in CSCL contexts requires targeted support for promoting individual self-regulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL. These (meta)cognitive, social, motivational, and emotional aspects related to being/becoming aware of how one learns alone and with others are for the most part neglected in traditional CSCL support. Based upon a review of theoretical and empirical studies on the potential of and challenges to collaboration, three design principles for supporting SSRL are introduced: (1) increasing learner awareness of their own and others' learning processes, (2) supporting externalization of one's own and others' learning process and helping to share and interact, and (3) prompting acquisition and activation of regulatory processes. Finally, an illustrative example is presented for how these principles are applied in a technological tool for supporting SSRL. For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin ("Educ Psychol" 48(1):25-39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual self-regulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL. These (meta)cognitive, social, motivational, and emotional aspects related to being/becoming aware of how one learns alone and with others are for the most part neglected in traditional CSCL support. Based upon a review of theoretical and empirical studies on the potential of and challenges to collaboration, three design principles for supporting SSRL are introduced: (1) increasing learner awareness of their own and others' learning processes, (2) supporting externalization of one's own and others' learning process and helping to share and interact, and (3) prompting acquisition and activation of regulatory processes. Finally, an illustrative example is presented for how these principles are applied in a technological tool for supporting SSRL. For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48(1):25–39, 2013 ) that successful collaboration in CSCL contexts requires targeted support for promoting individual self-regulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL. These (meta)cognitive, social, motivational, and emotional aspects related to being/becoming aware of how one learns alone and with others are for the most part neglected in traditional CSCL support. Based upon a review of theoretical and empirical studies on the potential of and challenges to collaboration, three design principles for supporting SSRL are introduced: (1) increasing learner awareness of their own and others’ learning processes, (2) supporting externalization of one’s own and others’ learning process and helping to share and interact, and (3) prompting acquisition and activation of regulatory processes. Finally, an illustrative example is presented for how these principles are applied in a technological tool for supporting SSRL.
Audience	Academic
Author	Malmberg, Jonna Järvelä, Sanna Phielix, Chris Koivuniemi, Marika Panadero, Ernesto Kirschner, Paul A. Jaspers, Jos Järvenoja, Hanna
Author_xml	– sequence: 1 givenname: Sanna surname: Järvelä fullname: Järvelä, Sanna – sequence: 2 givenname: Paul A. surname: Kirschner fullname: Kirschner, Paul A. – sequence: 3 givenname: Ernesto surname: Panadero fullname: Panadero, Ernesto – sequence: 4 givenname: Jonna surname: Malmberg fullname: Malmberg, Jonna – sequence: 5 givenname: Chris surname: Phielix fullname: Phielix, Chris – sequence: 6 givenname: Jos surname: Jaspers fullname: Jaspers, Jos – sequence: 7 givenname: Marika surname: Koivuniemi fullname: Koivuniemi, Marika – sequence: 8 givenname: Hanna surname: Järvenoja fullname: Järvenoja, Hanna
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ContentType	Journal Article
Copyright	2015 Association for Educational Communications and Technology Association for Educational Communications and Technology 2014 COPYRIGHT 2015 Springer Association for Educational Communications and Technology 2015
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Snippet	For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends...
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SubjectTerms	21st Century Skills Affective Behavior CAI Collaborative learning Computer assisted instruction Computer Uses in Education Computers Cooperative Learning DEVELOPMENT ARTICLE Education Educational Technology Group Unity Group work in education Instructional Design Laws, regulations and rules Learning and Instruction Learning Processes Learning Strategies Open Universities Problem Solving Psychological Patterns Teacher Improvement Teaching Methods Team learning approach in education
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Title	Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools
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