Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high-and low-performing groups (original) (raw)
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Educational Technology Research and Development
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 selfregulatory 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.
International Journal of Computer-Supported Collaborative Learning, 2016
Recent theoretical underpinnings of successful computer supported collaborative learning (CSCL) have suggested that it is not only necessary to create environments that allow for learners to work together on complex problems requiring collaboration (i.e., where the benefits of working with others is greater than the transaction costs involved in communicating and coordinating actions; P. Kirschner, Kirschner, & Janssen, 2014), but where the communication and coordination are well regulated. For collaborative learning to be effective, students must explicate their thoughts, actively participate, discuss and negotiate their views with the other students in their team, coordinate and metacognitively regulate their actions between them (Järvelä & Hadwin, 2013), and share responsibility for both the learning process and the common product (Fransen, Weinberger, & Kirschner, 2013). In collaborating, not only cognitive and metacognitive aspects of subject matter content play an important role, but also the social and meta-social aspects of collaboration (Puntambekar & Hubscher, 2005; Rienties, Tempelaar, Van den Bossche, Gijselaers, & Segers, 2009). Despite extensive empirical research in CSCL, there is still little research about how groups, and individuals in groups, can be supported to engage in, sustain, and productively regulate collaborative processes. This may be due to overemphasis on developing and testing the functionality and usability of technology-based tools for sharing information or emphasized attention to the content related knowledge co-construction in CSCL. It may be also because of the variety of ways to conceptualize the concept of regulation in CSCL (Järvelä & Hadwin, 2013). This symposium-an extension of the 2013 Special Issue in Educational Psychologist on the theories underlying CSCL and its use-introduces the ongoing new generation approach to theory building in CSCL; examining and clarifying the role of regulation in collaboration and pushing the discussion further. Papers examine aspects of socially shared regulation, regulative scripting, awareness tools to promote regulation and how multimedia environments can promote regulation. Each paper in the symposium: (a) specifically identifies what is regulated (e.g., task knowledge, own prior knowledge, goals and plans, strategic knowledge, motivation or emotions, etc.) in CSCL, (b) presents empirical findings to show how regulation emerges or influences collaboration, (c) identifies and discusses conditions under which regulation emerges and can be supported, and (d) identifies targets for future research about regulation in CSCL. Looking at the major problems encountered when using CSCL as pedagogy, one can conclude that many of them might be solved if we would progress in concepts and tools that could help the participants in CSCL groups in the regulation of their working and learning within the group (Järvelä, Kirschner, Panadero, Malmberg, Phielix, Jaspers, Koivuniemi, & Järvenoja, 2014). Being able to strategically regulate one's own learning and that of others is a vital and increasingly important 21st century skill. This includes, for example,
Co-regulation of learning in computer-supported collaborative learning environments: a discussion
Metacognition and Learning, 2012
This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computerbased environments. The discussion employs a sociocognitive perspective focusing on social and collective views of learning to examine how students co-regulate and collaborate in computer-supported inquiry. Following the review of the articles, theoretical, methodological and instructional implications are discussed: Future research directions include examining the theoretical nature of collective regulation and social metacognition in building models of co-regulated learning; expanding methodological approaches using trace data and multiple measures for convergence and construct validity; and conducting instructional experiments to test and to foster the development of coregulated learning in computer-supported collaborative inquiry.
This study explored what social interactions students exhibited during collaborative learning, and analyzed how the social interactions evolved in a computer-supported collaborative learning (CSCL) environment. Six groups (n ¼ 28) from an undergraduate online course were observed during a semester. Students' interactions were analyzed in two perspectives: group regulation and socioemotional. Cluster analysis was conducted to identify collaboration patterns of the groups. The analysis identified three collaborator clusters: one good and two poor. The good collaborators (named Early Active Collaborator) demonstrated: (1) intensive interactions among group members in the early collaboration phase, (2) positive socio-emotional interactions continuously, and (3) adaptive selections of group regulatory behaviors. The others showed dormant interactions throughout the projects and least socio-emotional interactions (named Passive Task-oriented Collaborator) and did not coordinate group process in a timely manner (named Late Collaborator). Comparisons of the interaction pattern and instructor intervention were discussed.
Computers in Human Behavior, 2010
Computer-supported collaborative learning (CSCL) is a dynamic and varied area of research. Ideally, tools for CSCL support and encourage solo and group learning processes and products. However, most CSCL research does not focus on supporting and sustaining the co-construction of knowledge. We identify four reasons for this situation and identify three critical resources every collaborator brings to collaborations that are underutilized in CSCL research: (a) prior knowledge, (b) information not yet transformed into knowledge that is judged relevant to the task(s) addressed in collaboration, and (c) cognitive processes used to construct these informational resources. Finally, we introduce gStudy, a software tool designed to advance research in the learning sciences. gStudy helps learners manage cognitive load so they can re-assign cognitive resources to self-, co-, and shared regulation; and it automatically and unobtrusively traces each user 0 s engagement with content and the means chosen for cognitively processing content, thus generating real-time performance data about processes of collaborative learning.
International Journal of Educational Research, 2017
This study investigated how socially shared regulation of learning (SSRL) emerged during the fluctuation of participation in interaction in collaborative learning. Twenty-four student teachers in six small groups were video-recorded during collaborative tasks in mathematics. Manifestations of SSRL and students' participation were micro-analytically coded. Next, the concurrence between manifestations of SSRL and the fluctuation of participation was examined and illustrative examples were described. The results show that SSRL involved more active participation than task-focused interaction overall and that SSRL often coincided with increases in participation to a higher level than general. The findings suggest that manifestations of SSRL involved activated participation during the moments when interaction was needed to reciprocally resolve situative challenges and to coordinate activities.
2018
To conceptualize regulation processes that may occur within groups, a differentiation between self-regulation (i.e., individual members regulate their own learning during collaboration), co-regulation (i.e., single learners regulate the learning of one or more of their learning partners), and shared regulation (i.e., the whole group regulates its learning) has been proposed. This symposium assembles four papers that offer various ways regarding the measurement of prerequisites and processes of such regulatory efforts during group learning. The presented methods range from Likert-scale self-report questionnaires over video case vignettes towards an analysis of real group processes by aid of logfiles and discourse coding schemes.