New Frontiers: Regulating Learning in CSCL

Järvelä, Sanna; Hadwin, Allyson F.

doi:10.1080/00461520.2012.748006

Cited by 500 publications

(349 citation statements)

References 60 publications

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“…Self-regulation and socially shared regulation are skills needed to adapt to the constantly changing learning and work contexts of the 21st century (Järvelä & Hadwin, 2013). When considering how to successfully facilitate and achieve active and engaging learning, it is clear that successful students regulate their own learning.…”

Section: Strategic Learning Skills As Ways Of Thinkingmentioning

confidence: 99%

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Häkkinen

Järvelä

Mäkitalo‐Siegl

et al. 2016

Teachers and Teaching

Self Cite

262

137

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(2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21) : a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching: Theory and Practice, 23 (1), 25-41. doi:10.1080/13540602.2016 AbstractWith regard to the growing interest in developing teacher education to match the 21st century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the 21st century learning practices in teacher education. We will first review the current status of policy frameworks for the 21st century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on 21st century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills and the skills to use ICT (Information and Communication Technologies) in contexts of our previous studies.

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Section: Strategic Learning Skills As Ways Of Thinkingmentioning

confidence: 99%

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Häkkinen

Järvelä

Mäkitalo‐Siegl

et al. 2016

Teachers and Teaching

Self Cite

262

137

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“…This approach, which can be used for adaptive fading and ensuring that learners have achieved the targeted argumentation activities, is to let learners influence the fading process and to switch parts of the support on and off (see Vogel et al 2015) according to estimation of their own competence level (Järvelä and Hadwin 2013).…”

Section: Adaptive Fading Of the External Supportmentioning

confidence: 99%

“…(Adaptable) Self-Assessment Fading Approach One approach to coping with challenges inherent to peer assessment and automatic response support tools for complementing adaptive support is to give students freedom to control the type and amount of support based on their self-perceived needs (Vogel et al 2015); this might be beneficial for their self-regulated learning (Järvelä and Hadwin 2013) as well. This approach, which can be used for adaptive fading and ensuring that learners have achieved the targeted argumentation activities, is to let learners influence the fading process and to switch parts of the support on and off (see Vogel et al 2015) according to estimation of their own competence level (Järvelä and Hadwin 2013).…”

Section: Adaptive Fading Of the External Supportmentioning

confidence: 99%

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

et al. 2017

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Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student's internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.

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“…The conceptualization of self-regulated learning (SRL) has been profoundly articulated in recent special issues focused on the similarities and distinctions between SRL and related phenomena like self-regulation, metacognition, and motivation as well as the development of new environments and methods that improve SRL research (Alexander 2008;Azevedo 2005aAzevedo , 2005bAzevedo , 2007Azevedo and Hadwin 2005;Greene and Azevedo 2010;Gress and Hadwin 2010;Järvelä and Hadwin 2013;Molenaar and Järvelä 2014;Perry 2002;Winne and Baker 2013). These special issues have examined how the affordances of (usually computer-based) learning environments can provide the means to observe phenomena described in SRL models and to empirically test theoretical assumptions (Azevedo 2005b;Azevedo and Hadwin 2005;Efklides 2011;Winne and Hadwin 2008;Winne 2010Winne , 2011Schunk 2008, 2011).…”

Section: Introductionmentioning

confidence: 99%

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

Ben-Eliyahu

Bernacki

2015

Metacognition Learning

158

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New Frontiers: Regulating Learning in CSCL

Cited by 500 publications

References 60 publications

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

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