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

Järvelä, Sanna; Kirschner, Paul A.; Panadero, Ernesto; Malmberg, Jonna; Phielix, Chris; Jaspers, Jos; Koivuniemi, Marieke; Järvenoja, Hanna

doi:10.1007/s11423-014-9358-1

Cited by 264 publications

(210 citation statements)

References 70 publications

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“…Furthermore, metacognition and regulation is distributed among individuals in collaborative inquiry (Järvelä et al 2015). Students promote partners to engage in metacognitive processing by asking questions and requesting explanations (Hakkarainen 2003;Hmelo-Silver and Barrows 2008;Lee et al 2006;Poitras et al 2012), and evaluating and reflecting on group progress (Chan 2012).…”

Section: Metacognitionmentioning

confidence: 99%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an experienced teacher. We used multiple methods to analyze the students' online discourse at several levels of granularity. Results indicated that students with low achievement were able to take responsibility for advancing collective knowledge, as they generated theories and questions, built on each others' ideas, and synthesized and rose above their community's ideas. Analysis of qualitative data such as the KCA prompt sheets, student interviews and classroom observations indicated that students were capable of carrying out reflective assessment using the KCA in a knowledge building environment, and that the use of reflective assessment may have helped students to focus on goals of knowledge building. Implications for how students with low achievement collaboratively improve their knowledge-building discourse facilitated by reflective assessment are discussed.

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Section: Metacognitionmentioning

confidence: 99%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

View full text Add to dashboard Cite

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“…Research has shown that collaborative elearning environments can provide very valuable educational opportunities for distance learning students and that it can create similar learning opportunities for traditional campus-based students (Wang, 2007;Järvelä et al, 2015). A collaborative environment fosters social interaction between students and diminishes student isolation.…”

Section: Collaborative Applications and Platformsmentioning

confidence: 99%

Insights into the use and affordances of social and collaborative applications for student projects

Bankole

Venter

2017

SACJ

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The use of social and collaborative computing has the potential of assisting learning and improving the ability to work together as part of a team. Team work is a graduate attribute that students need to acquire before transitioning from university into the workplace. The aim of this exploratory research was to provide insights into the use of social and collaborative applications by Computer Science students, and the emergent affordances student project teams have created with the use of these applications. It answers the questions: What elearning platforms or applications do students use to collaborate for team projects? What technology affordance draws students to use these applications? This study adopts affordance theory as the theoretical framework. Two types of content analysis: conventional content analysis and summative content analysis were used to analyse the data. Data was gathered using a pre-designed questionnaire with the teams during the first semester of 2016. Findings show that the university’s elearning platform is utilised for some of their courses; however students seem to prefer free and open source platforms. Student project teams used applications such as WhatsApp, Telegram, Dropbox, Google Drive, Google Docs, as well as email messages, to work jointly, and were successfully able to complete their team projects. Four types of technology affordances: communicative-affordance, document share-affordance, course resource-affordance, and integrity-affordance, were identified as being relevant.

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“…These supports can be provided by a technological tool which is included in the collaborative learning environment (Järvelä, Kirschner, Panadero, Malmberg, Phielix, Jaspers, Koivuniemi, & Järvenoja, 2015;Molenaar et al, 2012Molenaar et al, , 2014. pose a specific question.…”

Section: Supports For the Social Regulation In The Collaborative Learmentioning

confidence: 99%

Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

Acuña

Aymes

2016

JCT

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This paper analyzes the effects of a support aimed at favoring the social regulatory processes in a computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of a multimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, & van Hout-Wolters, 2007;2012), consists in the instruction, prior to the learning task, from a series of communication rules extracted from literature about effective collaboration. The study was carried out with 60 college students, grouped in 20 triads. Each triad was assigned to one of two conditions: with social regulatory support or without support. The students did a face-to-face collaborative task of reading comprehension, using the strategy of collaborative construction of concept maps from the information presented in the multimedia material. The performance was valued according to the quality of the concept maps, and the level of collaboration perceived by each member of the teams was tested. We found that the condition with social regulatory support promoted higher quality concept maps; however, the social regulatory support had significant effect on the levels of collaboration perceived by the team members. In the conclusions are pointed the reach of these results for the design and implementation of collaborative interventions, based on the use of multimedia materials.

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

Cited by 264 publications

References 70 publications

Reflective assessment in knowledge building by students with low academic achievement

Reflective assessment in knowledge building by students with low academic achievement

Insights into the use and affordances of social and collaborative applications for student projects

Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

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