‘Supporting socially shared regulation during collaborative task-oriented reading’

Abstract

This study examined how to improve students’ regulation of task-oriented reading (TOR). TOR encompasses reading and information processing needed to perform a specific task. Previous studies suggest students can benefit from a collaboration script to enhance socially shared regulation of TOR. The collaboration script elicits discussions about task perception, strategy selection, and strategy reflection. This study aimed to examine the depth and socially sharedness of metacognitive regulation when working with a collaboration script among 44 prevocational secondary school students working in groups of four. In addition, we examined the consequent improvement of individual task representation, strategy selection, and strategy reflection after working with the script. The analysis of group discussions indicated that the collaboration script facilitated mainly low-level metacognitive regulation of TOR. However, after working with the script, students did improve their ability to determine a correct representation of a high-level task and to reflect on the most appropriate reading strategy for these tasks. Hence, we concluded that the ‘Y-read?’ collaboration script did elicit shared regulation during TOR.

Collaborative programming based on social shared regulation: An approach to improving students' programming achievements and group metacognition

“…However, it is important to note that this study only scratches the surface of SSRL at the cognitive level. SSRL is a multifaceted phenomenon that involves cognition (Kielstra et al, 2022), emotion (Nguyen et al, 2022), motivation (Järvelä et al, 2008), and behaviour. Future research can explore SSRL and collaborative programming learning from different angles to gain a more comprehensive understanding of this phenomenon.…”

Relationships between task awareness, comprehension strategies, and literacy outcomes

“…Think aloud studies have shown evidence of differing degrees of task awareness through its influence on processes such as the selection of task relevant text (e.g., Schellings and Broekkamp, 2011 ). Other work has measured different aspects of a learners’ task understanding using task grounded questions given before, during, or after engaging in the task (e.g., Schraw, 1998 ; Miller, 2009 ; Oshige, 2009 ; Rivera-Reyes et al, 2016 ; Schoor et al, 2021 ; Kielstra et al, 2022 ).…”

“…The results of the present study suggest that if doing so prompts students to be more aware of the task, then their performance on the task will benefit. Indeed, questions and checklists given prior to reading can encourage readers to elaborate their task models and increase task performance (e.g., Ayroles et al, 2021 ; Kielstra et al, 2022 ).…”

Impacts of three approaches on collaborative knowledge building, group performance, behavioural engagement, and socially shared regulation in online collaborative learning

“…However, studies have found that learners have difficulties achieving most of these tasks, including setting goals, monitoring and controlling, and reflecting and evaluating. Previous studies have employed different approaches to facilitate socially shared regulation, such as collaboration scripts (Kielstra et al, 2022), developing socially shared regulation tools (Järvelä et al, 2015), and peer assessment (Lin, 2018). However, very few studies compared how different learning approaches promote socially shared regulation in online collaborative learning context.…”