Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning

  • When students work collaboratively, a wide range of different comprehension-related, motivational-affective, coordination- and resource-related problems may arise. To learn and collaborate effectively, these problems need to be regulated with the help of appropriate strategies. Different regulation strategies can however be differently immediate for the solution of different problems. By aid of an online questionnaire, we therefore asked N = 71 international experts from research on Computer-Supported Collaborative Learning (CSCL) to assess for individual problem types to what extent they felt that different regulatory strategies would be immediately effective or not. As a result of the analysis of the respective median for the individual strategies, it became apparent that, according to the experts, primarily but not exclusively comprehension problems should be regulated with cognitive strategies, coordination problems with metacognitive strategies, motivation problems withWhen students work collaboratively, a wide range of different comprehension-related, motivational-affective, coordination- and resource-related problems may arise. To learn and collaborate effectively, these problems need to be regulated with the help of appropriate strategies. Different regulation strategies can however be differently immediate for the solution of different problems. By aid of an online questionnaire, we therefore asked N = 71 international experts from research on Computer-Supported Collaborative Learning (CSCL) to assess for individual problem types to what extent they felt that different regulatory strategies would be immediately effective or not. As a result of the analysis of the respective median for the individual strategies, it became apparent that, according to the experts, primarily but not exclusively comprehension problems should be regulated with cognitive strategies, coordination problems with metacognitive strategies, motivation problems with motivational strategies and resource problems with resource-oriented strategies. This has important implications for the design of interventions designed to support groups to effectively regulate their collaborative learning processes.show moreshow less

Download full text files

Export metadata

Statistics

Number of document requests

Additional Services

Share in Twitter Search Google Scholar
Metadaten
Author:Kerstin Fett, Martin GreiselORCiDGND, Markus DreselORCiDGND, Ingo KollarORCiDGND
URN:urn:nbn:de:bvb:384-opus4-1151013
Frontdoor URLhttps://opus.bibliothek.uni-augsburg.de/opus4/115101
URL:https://repository.isls.org//handle/1/7317
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:201
Last Page:204
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