Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities

Future direction for the CSCL field: Methodologies and eight controversies

“…Interpersonal closeness and peer tutoring should be regarded as core issues in CSCL since instruction and collaboration in multiple settings are the aspects investigated by the field (e.g., Järvelä et al 2016;Ludvigsen and Arnseth 2017). However, IJCSCL has rarely published papers on these issues in the past.…”

Frameworks for mass collaboration, adaptable scripts, complex systems theory, and collaborative writing

“…Scripts and scripting are classical themes in CSCL (e.g., Dillenbourg and Jermann 2007;Fischer et al 2013;Järvelä et al 2016;Tchounikine 2016). This work poses the basic question of how to support and scaffold students to develop domain knowledge and regulatory skills, which can be viewed as a necessary condition for advanced work with concepts and development of future dispositions for learning (Bransford and Schwartz 1999).…”

“…Many studies regarding scripts take a cognitive approach like Wang et al do here, while others emphasize the affective/motivational factors. In addition, some authors include shared regulation, which relates to the way students in social interactions choose to regulate their work jointly (Järvelä et al 2016). This paper by Wang et al investigates how adaptable collaboration scripts might make student learning more effective.…”

“…To construct shared knowledge through writing in a group can be seen as a core activity in schools and in educational systems more broadly. In the CSCL field, there have been studies that trace the process of artifact production (see Damsa 2014;Järvelä et al 2016;Jeong and Hmelo-Silver 2016). However, few studies have combined analysis of the qualitative processes involved and quantitative analysis of the outcomes of writing activities.…”

Collaboration scripts and scaffolding

“…Erkens et al argue that a combination of heterogeneous-group formation and cognitive group-awareness tools might provide an effective way to support and regulate students' learning (Järvelä et al 2016). They develop a text-mining tool that can support both teachers and students in the classroom.…”