Awareness of cognitive and social behaviour in a <scp>CSCL</scp> environment

Kirschner, Paul A.; Kreijns, Karel; Phielix, Chris; Fransen, Jos

doi:10.1111/jcal.12084

Cited by 61 publications

(44 citation statements)

References 42 publications

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“…Sangin, Dillenbourg Rebetez, Bétrancourt, and Molinari () investigated the effects of animations on verbal interaction in CSCL, and the results showed that a number of verbal categories were positively related to learning performance. Other researchers compared awareness of cognitive and social behaviour in individual and CSCL environment; the results of their studies indicated that promotion of interaction increased group processing in CSCL (Kirschner, Kreijns, Phielix, & Fransen, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring collaborative learning effect in blended learning environments

Sun

Liu

Luo

et al. 2017

Computer Assisted Learning

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The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object-oriented dynamic learning environment (Moodle) were used as mobile and online collaborative learning settings. Seventy-eight college students majoring in information engineering participated in the experiment. The following findings were revealed by combining methods of social network analysis, content analysis and questionnaire survey: (1) the collaborative social networks generated in this study showed that students had tighter interaction relationships in Moodle than in WeChat; (2) deeper level of knowledge building in collaboration and interaction through Moodle than WeChat was observed; and (3) Moodle got higher perception level than WeChat because of its usefulness for collaboration.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring collaborative learning effect in blended learning environments

Sun

Liu

Luo

et al. 2017

Computer Assisted Learning

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“…The Virtual Collaborative Research Institute 1 (VCRI; Kirschner, Kreijns, Phielix, & Fransen, 2015;Phielix, 2012) is a feedback tool which has been shown to help the students learning in groups self-assess themselves and peer-assess their group members with higher accuracy, which in turn led to better collaborative work. Within by guest on June 30, 2015 sgr.sagepub.com Downloaded from 6 Small Group Research VCRI, we created two new functions (OurPlanner and OurEvaluator) to feedforward group regulation and performance (Järvelä et al, 2015).…”

Section: Features Of Our Interventionmentioning

confidence: 99%

How Individual Self-Regulation Affects Group Regulation and Performance

Panadero

Kirschner

Järvelä

et al. 2015

Small Group Research

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This study explored the relationship between individual self-regulated learning (SRL), socially shared regulation of learning (SSRL), and group performance plus the effect of an intervention promoting SSRL. We hypothesized that SRL would influence SSRL and group performance as groups with high SRL students will be better regulated and that the intervention would promote SSRL over time. The results revealed a significant relationship between SRL and SSRL, but no significant effects of the intervention on group performance. The limitations of the intervention are discussed and form the basis for future design of environments to promote SSRL. The main conclusion is that SRL is an important predictor of SSRL and should be considered when designing small group activities and their environments.Keywords self-regulated learning, socially shared regulated learning, shared regulation, collaborative work, computer-supported collaborative learning Small Group ResearchWhen learners learn alone, they must regulate their own learning. Research has shown that while this is crucial for success, it is also difficult to do (Zimmerman & Schunk, 2011). But what about regulation in collaborative learning? Learners who collaboratively learn with others-independent of whether it is with a peer in a dyad or with a larger group-not only need to regulate their own learning but also play a role in regulating the learning of others (i.e., co-regulation of learning [CRL]) as well as the learning of the group (i.e., socially shared regulation of learning [SSRL]; Hadwin, Järvelä, & Miller, 2011). This brings a number of important questions such as the following: What is more important for successful collaborative learning: individual self-regulation or SSRL? Is it better (i.e., do collaborative learning groups learn better) when groups are composed of students with well-developed individual self-regulatory skills or when groups are composed of students who can successfully regulate the learning of the group in a shared fashion? Is selfregulation a prerequisite (i.e., is it necessary and sufficient) for socially shared regulation? How are self-regulated learning (SRL) and socially shared regulated learning related to each other? Are there dependencies between the two?While research on learning has made the jump from individual learning to learning in groups, research on SRL has primarily focused on individual skills, paying little attention to how social interaction and/or collaboration is regulated within a learning group. This, however, is slowly changing as recently there has been a subtle shift from research on self-regulation of learning (SRL) to research on how groups of learners interact to produce shared products and achieve shared goals (Hadwin et al., 2011;Panadero & Järvelä, 2015). Examples are research on CRL (e.g., Saab, 2012), shared metacognition (e.g., Hurme, Palonen, & Järvelä, 2006;Salonen, 2011), and SSRL (e.g., Grau &Whitebread, 2012). Newest is research on the difference between coregulation and SSRL (Hadwin et a...

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“…Previous studies found that online collaboration in learning is not limited to communication and sharing of knowledge (Romero & Lambropoulos, ), rather it involves the shared construction of ideas and problem‐solving in an online environment (Inayat, ul Amin, Inayat, & Salim, ). Studies have investigated the influence of collaborative online learning on learners' cognitive abilities and also on their social and psychological functioning (Kirschner, Kreijns, Phielix, & Fransen, ). Inter alia, research has considered how collaborative performance enables learners to increase satisfaction and trust in the studied knowledge (Son et al, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Students' views on the use of ClassBoost in a teachers' education college

Levin

Avidov-Ungar

2018

Computer Assisted Learning

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There has been a recent acceleration in the use of lecture capture technologies (LCT) in higher education institutions. The present study focuses on an LCT system, by the name of ClassBoost, which has recently been introduced in some classes in an academic college of education in Israel. The system encourages collaborative learning skills at different levels, and the research focused on the students' attitudes towards the system from a procedural viewpoint at two stages of its assimilation: before the use of the system and during its use. Emphasis is given to the students' collaborative learning patterns and learning practices from their own viewpoints. A unique finding is that students felt that their participation in lessons contributed to the effectiveness of the teaching. The research aims to supplement existing research on the use of LCT systems, this time in teacher education, and to point up practical implications, especially for academic colleges of education.

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Awareness of cognitive and social behaviour in a CSCL environment

Cited by 61 publications

References 42 publications

Exploring collaborative learning effect in blended learning environments

Exploring collaborative learning effect in blended learning environments

How Individual Self-Regulation Affects Group Regulation and Performance

Students' views on the use of ClassBoost in a teachers' education college

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