An intervention framework designed to develop the collaborative problem-solving skills of primary school students

A framework for self‐regulated digital learning (SRDL)

“…For example, in Gu et al's (2015) study, a mind map was designed to scaffold students to make a group plan that included the following sections: problem interpretation, roles of group members, goals, new knowledge and tools needed, timetable, procedure and stages, and possible challenges. For example, in Gu et al's (2015) study, a mind map was designed to scaffold students to make a group plan that included the following sections: problem interpretation, roles of group members, goals, new knowledge and tools needed, timetable, procedure and stages, and possible challenges.…”

“…Visualize an overarching goal or structure to guide learners to work through the entire task (a) an overarching question or a set of goals for planning and monitoring: an integrated workspace (Zhang & Quintana, 2012) or goal tree (Manlove et al, 2006) (b) making the activity structure explicit (Veenman et al, 1994;Wu & Pedersen, 2011;Zhang & Quintana, 2012) Improve task understanding Promote SRL B. Introduce or prompt deep process strategies at appropriate moments (a) prompts of rationales or directions (Bulu & Pedersen, 2010;Manlove et al, 2006;Poitras & Lajoie, 2014;Zhang & Quintana, 2012) (b) prompts for activating or encouraging strategies at appropriate moments (Bulu & Pedersen, 2010;Gu et al, 2015;Manlove et al, 2006 ;Zhang & Quintana, 2012) (c) eliciting thoughts (Manlove et al, 2006;Wu & Pedersen, 2011;Zhang & Quintana, 2012) or discussion (Gu et al, 2015) (d) providing standards (criteria) or template for judgment and evaluation (Manlove et al, 2006;Zhang & Quintana, 2012) (e) provide adaptive feedback in time (Poitras & Lajoie, 2014) Improve task understanding Improve strategic knowledge Promote SRL C. Take over irrelevant or routine works by minimizing the workload of mechanical activities (Zhang & Quintana, 2012) Improve cognitive allocation students should have a clear goal in mind to guide them to work through the entire task. In Zhang and Quintana's (2012) study, they ask students to articulate a driving question.…”

“…Another advantage of recording the goals and process is external- Gu et al's (2015) study, a mind map was designed to scaffold students to make a group plan that included the following sections: problem interpretation, roles of group members, goals, new knowledge and tools needed, timetable, procedure and stages, and possible challenges. Mind maps help students conduct their group work and make their group plans more organized.…”

“…To facilitate learners' development of context-situated, deep-process strategies, there are other scaffolds designed to support in-depth reflections through thought elicitation or self-evaluation with external standards. InGu et al (2015), group discussion was guided to firstly set up group plans and then develop the habit of evidence-based argumentation. learn in the planning phase.…”

“…Deep reflection can also be stimulated through carefully framed group discussion and communication. InGu et al (2015), group discussion was guided to firstly set up group plans and then develop the habit of evidence-based argumentation. Mindmaps are used for assigning the roles of members, setting goals, procedures and timetables, whereas Wikispaces is used to share ideas and track evidence-based arguments.…”