"Houston, we have a problem!" Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning

  • Under socially distant circumstances, university students frequently self-organize to collectively prepare for exams online through video chat. To learn effectively, emerging challenges need to be regulated successfully. This regulation is supposed to work best when problems are perceived homogeneously in the group, and when regulation strategies which immediately solve the problem are chosen and executed with sufficient intensity. We investigated what problems occur during collaborative online learning and how these are regulated by N=222 university students in 106 groups. We found that overall problem prevalence was low. Multilevel-modeling indicated that homogeneous problem perception—contrary to immediate and intensive strategy use—predicted subjective learning success, while objective learning success was not associated. Thus, in well-structured learning contexts, knowing what the problem is seems to be more important than knowing the best possible reaction to the problem.Under socially distant circumstances, university students frequently self-organize to collectively prepare for exams online through video chat. To learn effectively, emerging challenges need to be regulated successfully. This regulation is supposed to work best when problems are perceived homogeneously in the group, and when regulation strategies which immediately solve the problem are chosen and executed with sufficient intensity. We investigated what problems occur during collaborative online learning and how these are regulated by N=222 university students in 106 groups. We found that overall problem prevalence was low. Multilevel-modeling indicated that homogeneous problem perception—contrary to immediate and intensive strategy use—predicted subjective learning success, while objective learning success was not associated. Thus, in well-structured learning contexts, knowing what the problem is seems to be more important than knowing the best possible reaction to the problem. Students might be trained in problem perception in order to increase regulation competency.show moreshow less

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Metadaten
Author:Martin GreiselORCiDGND, Laura Spang, Kerstin Fett, Nadine MelznerORCiDGND, Markus DreselORCiDGND, Ingo KollarORCiDGND
URN:urn:nbn:de:bvb:384-opus4-1150994
Frontdoor URLhttps://opus.bibliothek.uni-augsburg.de/opus4/115099
URL:https://repository.isls.org//handle/1/7365
ISBN:978-1-7373306-2-2OPAC
ISSN:1573-4552OPAC
Parent Title (English):14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021: proceedings
Publisher:International Society of the Learning Sciences (ISLS)
Place of publication:Bochum
Editor:C. E. Hmelo-Silver, B. De Wever, J. Oshima
Type:Conference Proceeding
Language:English
Year of first Publication:2021
Publishing Institution:Universität Augsburg
Release Date:2024/08/30
First Page:99
Last Page:106
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