Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: a case study

Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL

“…On a practical level, tools specifically designed to elicit regulation at different points during collaboration facilitate investigation of this process by increasing the prevalence of regulation as compared to the minimal amounts observed in other studies (e.g., Hurme & Järvelä, 2005;Hurme, Merenluoto, & Järvelä, 2009;Hurme, Palonen, & Järvelä, 2006). Moreover, as students make use of CSCL tools for regulation, they generate contextualized trace data charting how regulation evolves over time .…”

Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition

“…The individual as a unit of analysis was represented by the identification of students' "metacognitive experiences" (Efklides, 2006) in order to relate the way in which individuals contributed to the initiation of an episode. Hurme, Merenluoto, and Järvelä (2009), conducted an exploratory study examining how socially shared metacognition emerging in group problem-solving is related to group member's feelings of difficulty. They analysed on-line messages and asked each individual to evaluate retrospectively their feelings of difficulty, once the problem-solving task had finished.…”

“…The study of Hurme et al (2009) and Järvelä and Järvenojä (2011) combined individual and group measures but the individual was measured through another set of data (such as questionnaires or interviews). Rogat and Linnenbrink-García (2011) used different levels of analysis without including individual cognitions.…”

Finnish upper secondary students’ collaborative processes in learning statistics in a CSCL environment

“…It also aids students in learning together effectively. [23] Technology makes it possible to control interactions; to regulate tasks, rules and roles; and to inform students of new knowledge, [24] but careful design and orchestration of various components, and deliberate implementation are needed. [25,26] …”