Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool

Phielix, Chris; Prins, Frans J.; Kirschner, Paul A.; Erkens, Gijsbert; Jaspers, Jos

doi:10.1016/j.chb.2010.06.024

Cited by 129 publications

(85 citation statements)

References 56 publications

(86 reference statements)

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“…There is a sizable corpus of research that shows successful interventions promoting either individual SRL skills (e.g., Dignath & Büttner, 2008) or group regulation (Janssen et al, 2012). More precisely, there is research that points out the efficacy of the VCRI environment (Phielix, 2012;Phielix et al, 2011). The VCRI environment was, however, not designed to specifically support socially shared regulation processes but rather group regulation processes which can be co-regulation or socially shared regulation type.…”

Section: Discussionmentioning

confidence: 99%

“…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%

“…Second, the focus of most research on regulation within groups has been on observable events that occur during collaboration. If we consider that certain individual characteristics such as knowledge and expertise (Dunbar, 1995;Hutchins, 1991Hutchins, , 1995Müller, Herbig, & Petrovic, 2009), roles (Strijbos, Martens, Jochems, & Broers, 2004), and amicability (Phielix, 2012) have been shown to influence group performance, then it is an interesting next step to explore what the influence of SRL in the group joint activity is.…”

Section: Importance Of Individual Self-regulationmentioning

confidence: 99%

See 2 more Smart Citations

How Individual Self-Regulation Affects Group Regulation and Performance

Panadero

Kirschner

Järvelä

et al. 2015

Small Group Research

Self Cite

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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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Section: Discussionmentioning

confidence: 99%

Section: Features Of Our Interventionmentioning

confidence: 99%

Section: Importance Of Individual Self-regulationmentioning

confidence: 99%

See 1 more Smart Citation

How Individual Self-Regulation Affects Group Regulation and Performance

Panadero

Kirschner

Järvelä

et al. 2015

Small Group Research

Self Cite

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“…to provide explicit information on the activity of group members and to stimulate awareness, reflection and social interaction. Very often, this information is based on data collected via questionnaires or similar forms filled in by the group members themselves [4] which can be time consuming, tedious and disruptive. This process, however, can be automated by including learning analytics based on interaction data automatically collected within the learning environment.…”

Section: Introductionmentioning

confidence: 99%

Widget, Widget on the Wall, Am I Performing Well at All?

Scheffel

Drachsler

Kraker

et al. 2017

IEEE Trans. Learning Technol.

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Abstract-In collaborative learning environments, students work together on assignments in virtual teams and depend on each other's contribution to achieve their learning objectives. The online learning environment, however, may not only facilitate but also hamper group communication, coordination and collaboration. Group awareness widgets that visualise information about the different group members based on information collected from the individuals can foster awareness and reflection processes within the group. In this paper, we present a formative data study about the predictive power of several indicators of an awareness widget based on automatically logged user data from an online learning environment. In order to test whether the information visualised by the widget is in line with the study outcomes, we instantiated the widget indicators with data from four previous runs of the European Virtual Seminar on Sustainable Development (EVS). We analysed whether the tutor gradings in these previous years correlated with the students' scores calculated for the widget indicators. Furthermore, we tested the predictive power of the widget indicators at various points in time with respect to the final grades of the students. The results of our analysis show that the grades and widget indicator scores are significantly and positively correlated, which provides a useful empirical basis for the development of guidelines for students and tutors on how to interpret the widget's visualisations in live runs.

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“…Learning support can be presented in several formats, and feedback is one of them. Feedback refers to "information communicated to the learner that is intended to modify his or her thinking or behavior for the purpose of improving learning" (Shute, 2008, p. 154 feedback, one type of feedback, is presented in a nonevaluative, supportive, and timely manner during the learning process for the purpose of improving learning (Shute, 2008) and can be given by instructors or peers (Phielix, Prins, Kirschner, Erkens, & Jaspers, 2011). Feedback has been suggested as one of the crucial instructional components for improving knowledge and skill acquisition, and for motivating learning (Shute, 2008).…”

Section: Introductionmentioning

confidence: 99%

IRRODL Volume 14, Number 5

Authors

2013

IRRODL

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This is my first editorial of IRRODL as one of the two co-editors with Dianne Conrad.As she did previously, I would like to take this opportunity to thank Terry Anderson for all the work he has done in building IRRODL into a world class scholarly journal, a leader in our field. And neither of us could manage this feat without the professional assistance of Brigette McConkey, IRRODL's managing editor.The articles in this issue of IRRODL have been grouped into two sections. The first provides us with research findings of interest to educational administrators and consists of articles on capacity building and leadership as well as more technical research on computer security and modeling. The second section is concerned with teaching and learning and consists of articles on training and teaching methods followed by research studies related to interactivity and social media. lectures, service quality, and innovativeness were all significant factors affecting behavioural intention to use mobile learning. Capacity building/leadership Administration Computer security and modelingOnline learning administrators need to be more aware of issues surrounding computer security and computer modeling. In their paper, Chen and He use blog mining as well as a traditional literature search to determine the awareness of security risks in online environments, noting that security is not considered to be a top priority. On the other hand, Amigud conducted a survey of five distance education programs on their learner authentication strategies, confirming that at least in this one problem area, secure identification is possible at a distance. The Yildiz et al. paper describes a fuzzy model program designed to accurately predict students' performance, concluding that the most accurate results came from the model that was based on experts' opinions. Teaching and Interactivity TeachingUsing a qualitative meta-ethnographic approach, Mbati explored student experiences using social media, finding that online discussion forums are ideal for the stimulation of learning in elearning programs. Shattuck and Anderson explored whether a training course had any impact on teaching practice. They recommend design principles for instructor training. Mavroudi and Hadzilacos adopted a learning needs approach to study the design of courses for elearning. They combined learner, context, and needs analyses into a coherent framework for replication. InteractivityInter-personal interaction has been identified by many researchers as an important learning variable that can be supported online using social media. Castaño-Muñoz et al. The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

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Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool

Cited by 129 publications

References 56 publications

How Individual Self-Regulation Affects Group Regulation and Performance

How Individual Self-Regulation Affects Group Regulation and Performance

Widget, Widget on the Wall, Am I Performing Well at All?

IRRODL Volume 14, Number 5

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