Analysis of Socially Shared Regulation in CSCL
An increasing number of studies show that socially shared regulation is very crucial for successful and productive collaborative learning. However, the elaborate analysis of behavioral patterns of socially shared regulation remains lacking in a CSCL conte
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Analysis of Socially Shared Regulation in CSCL
Abstract An increasing number of studies show that socially shared regulation is very crucial for successful and productive collaborative learning. However, the elaborate analysis of behavioral patterns of socially shared regulation remains lacking in a CSCL context. This study aims to examine the behavioral pattern characteristics of socially shared regulation in a CSCL environment. In this study, 41 college students participated and they were randomly assigned into 13 groups of 3 or 4 people. All of the group members completed an instructional design plan using the online collaborative learning platform. Content analysis and LSA methods were adopted to analyze the discussion transcripts. The results indicated that group members can socially regulated their behaviors to orientate goals, make plans, monitor the collaborative learning processes, evaluate solutions, and make adaptations. However, high-achievement groups perform better than low-achievement groups regarding their socially shared regulation abilities. The implications for teachers and developers as well as for future studies are also discussed. Keywords Socially shared regulation
5.1
Behavioral pattern CSCL
Introduction
With the development of educational technology, many benefits of CSCL are well-documented and demonstrated in educational research. Learners benefit from collaborative learning because of productive interactions (Dillenbourg 1999), knowledge building (Bereiter and Scardamalia 2003), and mutual regulation (Blaye and Light 1990). Previous studies revealed that successful collaborative learning depends on many conditions, such as a CSCL environment (Stahl et al. 2006), task characteristics (Schellens et al. 2007), teachers’ intervention (Van Leeuwen et al. 2013), scripts (Dillenbourg 2002), and so on. Recently, regulatory challenges have emerged and have been presented to students in collaborative learning groups (Iiskala et al. 2011; Lee et al. 2014). Within CSCL contexts, group members need to jointly regulate their goals, plans, © Springer Science+Business Media Singapore 2017 L. Zheng, Knowledge Building and Regulation in Computer-Supported Collaborative Learning, Perspectives on Rethinking and Reforming Education, DOI 10.1007/978-981-10-1972-2_5
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5 Analysis of Socially Shared Regulation in CSCL
and strategies (Järvelä et al. 2010) to maintain a shared understanding of the subject matter. However, there is limited research investigating how group members collectively regulate in CSCL contexts. This study proposes that the consideration of socially shared regulation in CSCL can offer valuable and important insights into the nature of collaborative learning.
5.1.1
Regulation in a CSCL Context
Strategically regulating one’s own learning and that of others is viewed as one of the important skills in the 21st century (Järvelä et al. 2014). Previous studies indicated that strategically planning and adapting one’s learning requires the ability to tactically regulate oneself (i.
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