Effective regulation in collaborative learning: an attempt to determine the fit of regulation challenges and strategies

  • University students often self-organize in groups for collaborative exam preparation. To learn effectively, they need to regulate emerging learning challenges through the choice of fitting strategies. So far, little is known about what strategies fit which challenges. We present a theoretical account for the definition of fit between regulation challenges and strategies in collaborative learning, thereby differentiating between direct and indirect strategies, and test its validity in an empirical study. We asked 163 university students in 90 groups to rate the challenges they encountered in their self-organized group meetings, and to report strategies by aid of which they regulated their biggest challenge. Answers were coded into 26 strategy types. We found that students mostly used strategy types that directly address their biggest challenges. Multilevel-modelling indicated that direct strategies are associated with higher satisfaction for coordination- and comprehension-relatedUniversity students often self-organize in groups for collaborative exam preparation. To learn effectively, they need to regulate emerging learning challenges through the choice of fitting strategies. So far, little is known about what strategies fit which challenges. We present a theoretical account for the definition of fit between regulation challenges and strategies in collaborative learning, thereby differentiating between direct and indirect strategies, and test its validity in an empirical study. We asked 163 university students in 90 groups to rate the challenges they encountered in their self-organized group meetings, and to report strategies by aid of which they regulated their biggest challenge. Answers were coded into 26 strategy types. We found that students mostly used strategy types that directly address their biggest challenges. Multilevel-modelling indicated that direct strategies are associated with higher satisfaction for coordination- and comprehension-related challenges only, but not for motivational challenges.show moreshow less

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Metadaten
Author:Nadine MelznerORCiDGND, Martin GreiselORCiDGND, Markus DreselORCiDGND, Ingo KollarORCiDGND
URN:urn:nbn:de:bvb:384-opus4-1150972
Frontdoor URLhttps://opus.bibliothek.uni-augsburg.de/opus4/115097
URL:https://repository.isls.org//handle/1/4419
ISBN:978-1-7324672-3-1OPAC
ISSN:1573-4552OPAC
Parent Title (English):A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, volume 1
Publisher:International Society of the Learning Sciences (ISLS)
Place of publication:Lyon
Editor:K. Lund, G. P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, M. Baker
Type:Conference Proceeding
Language:English
Year of first Publication:2019
Publishing Institution:Universität Augsburg
Release Date:2024/08/29
First Page:312
Last Page:319
Institutes:Philosophisch-Sozialwissenschaftliche Fakultät
Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie
Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie / Lehrstuhl für Psychologie
Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie / Lehrstuhl für Psychologie mit besonderer Berücksichtigung der Pädagogischen Psychologie
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Licence (German):Deutsches Urheberrecht