任务(项目管理)
互惠的
计算机支持的协作学习
过程(计算)
心理学
协作学习
人机交互
群(周期表)
自主学习
计算机科学
数学教育
化学
工程类
哲学
语言学
系统工程
操作系统
有机化学
作者
Kateryna Zabolotna,Jonna Malmberg,Hanna Järvenoja
标识
DOI:10.1016/j.chb.2022.107494
摘要
Group-level regulation (co-regulation (CoRL) and socially shared regulation (SSRL)) supports knowledge construction (KC), but it is not yet clear how the two phenomena intertwine in computer-supported collaborative learning (CSCL). This study aims to explore how phases of CoRL and SSRL (planning, task understanding, strategy use, evaluation) occur in relation to KC in collaborative interactions. Secondary school students (N = 34) were videotaped while collaborating in groups of three to four. Their task was to create a poster about “center of gravity” using an interactive tabletop. In the analysis, video data were coded for KC phases and phases of CoRL and SSRL. Process mining was applied to visualize sequential associations between KC and regulation as process maps. This was complemented by qualitative examples illustrating these associations in interactions. Results revealed that KC and regulation manifested either simultaneously via the same talk or interaction or prompted or followed one another. Group-level regulation guided, and supported KC. Current study contributes to CSCL research by demonstrating reciprocal relationships between KC and group-level regulation and the importance of regulation for collaboration. It also provides implications for designing pedagogical tools to support regulation and KC and advancing analytical methods that enable tracking CSCL processes for its better understanding.
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