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

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• 作者：Sanna Järvelä ; Paul A. Kirschner…
• 关键词：Computer supported collaborative learning ; Self ; regulated learning ; Learner dashboards ; Self ; regulation tools ; Prompting
• 刊名：International Journal of Computer-Supported Collaborative Learning
• 出版年：2016
• 出版时间：September 2016
• 年：2016
• 卷：11
• 期：3
• 页码：263-280
• 全文大小：1,070 KB
• 刊物主题：Educational Technology; Learning & Instruction; User Interfaces and Human Computer Interaction; Computers and Education; Cognitive Psychology;
• 出版者：Springer US
• ISSN：1556-1615
• 卷排序：11

文摘

The field of computer supported collaborative learning (CSCL) is progressing instrumentally and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of CSCL with respect to cognitive, motivational, emotional, and social issues, despite the fact that the role of regulatory processes is critical for the quality of students’ engagement in collaborative learning settings. We review the four earlier lines in developing support in CSCL and show how there has been a lack of work to support individuals in groups to engage in, sustain, and productively regulate their own and the group’s collaborative processes. Our aim is to discuss how our conceptual work in socially shared regulation of learning (SSRL) contributes to effective and efficient CSCL, what tools are presently available, and what the implications of research on these tools are for future tool development.