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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Vydáno v:Educational technology research and development Ročník 63; číslo 1; s. 125 - 142
Hlavní autoři: Järvelä, Sanna, Kirschner, Paul A., Panadero, Ernesto, Malmberg, Jonna, Phielix, Chris, Jaspers, Jos, Koivuniemi, Marika, Järvenoja, Hanna
Médium: Journal Article
Jazyk:angličtina
Vydáno: New York Springer Science + Business Media 01.02.2015
Springer US
Springer
Springer Nature B.V
Témata:
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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Shrnutí: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.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-014-9358-1