Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

Abstract

Very often, university students deliberately form self-organized study groups, e.g. to study collaboratively for an upcoming exam. Yet, very little is known about what regulation problems such self-organized study groups encounter during their learning process and how they try to cope with these problems. Therefore, this study investigates how completely self-organized groups (i.e., non-guided groups outside the classroom that form without external impulse) regulate their collaborative learning process when faced with different kinds of regulation problems. More specifically, we tested the hypotheses that members of self-organized study groups are more satisfied with their group learning experience (a) the more homogeneous their problem perceptions are within their group, (b) the more they apply immediate (rather than non-immediate) strategies to remedy their regulation problems, and (c) the more frequently they apply regulation strategies. In a longitudinal study, N = 122 students, voluntarily studying for their exams in N = 52 groups, were asked to indicate the types of problems they experienced, the types of strategies they used to tackle those problems, and their satisfaction with their group learning experience after each of their self-organized study meetings. Hierarchical linear modeling confirmed all hypotheses. Qualitative analysis of two selected groups' selfreported situational data provided additional insights about the mechanisms that may have contributed to the results. Our study provides important directions for future research, including the recommendation to identify the processes by which groups (a) can reach homogeneity of problem perceptions and (b) coordinate the choice of appropriate strategies within the group.

Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?

“…On the one hand, positive correlations were found between satisfaction and perceived level of collaboration (So and Brush 2008) or a sense of community (Liu et al 2007). Further, students report a higher satisfaction with their group learning experiences if the group members had developed a shared perception (Melzner et al 2020). On the other hand, with regard to the level of interaction, especially unequal participation has been consistently reported as a challenge for collaboration and a source of dissatisfaction (Aggarwal and O'Brien 2008;Capdeferro and Romero 2012;Goold et al 2008;Khalil and Ebner 2014;Le et al 2018;Monzani et al 2014;Peñarroja et al 2017).…”

Designing Tools for Supporting Self-Regulated Learning in Collaborative Learning Environment: Understanding from the University School Dresden

“…In German-speaking countries, to our knowledge, there has been little empirical research on SSRL. Melzner et al [27] combine regulated learning approaches with the SSRL in CBCL, from which they derive a model in which, starting from an individual perception of the problem, individual and co-regulated and socially regulated processes can be used to overcome the challenges. An article by Schoor, Narciss and Körndle [28] deals mainly with questions concerning the taxonomy of different species of SSRL and Schoor presents a coding scheme for SSRL [29].…”

Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples

“…Learners, however, often lack such skills (Miller & Hadwin, 2015). It is thus likely that some learners might be overwhelmed by the opportunity to adapt external scaffolds because they lack appropriate self-regulation strategies (Melzner et al, 2020). In addition, self-regulation may become relevant when learners do not adapt to the optimal level of scaffolding, which may demand more selfregulation skills to cope with a sub-optimal learning environment.…”

“…We argue that the mere opportunity to adapt scaffolds might trigger the reflection and planning of their learning processes (Wang et al, 2017). However, to benefit from such adaptable scaffolds, learners need to rely on their skills to regulate their own and other's learning (Järvelä & Hadwin, 2013;Melzner et al, 2020).…”