Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL

Miller, Mariel; Hadwin, Allyson F.

doi:10.1016/j.chb.2015.01.050

Cited by 170 publications

(122 citation statements)

References 53 publications

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“…For example, argument types could be specified in comments using hashtags. Miller and Hadwin (2015) discussed how using scripting tools together with group awareness tools could support regulation of collaboration. Combining scripting tools with blogs is an issue that needs further research.…”

Section: Discussionmentioning

confidence: 99%

“…The relationship between scripting and awareness is a multifaceted issue that has been studied also in some recent research (Miller & Hadwin, 2015;Rodríguez-Triana et al, 2014;Tsovaltzi, Puhl, Judele, & Weinberger, 2014). Rodríguez-Triana et al (2014) suggest a process in which monitoring of learner interactions is designed into pedagogical scripts and awareness tools can advice learners based on the collected data.…”

Section: Discussionmentioning

confidence: 99%

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Design and evaluation of an online tool for open learning with blogs

Põldoja

Duval

Leinonen

2016

AJET

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Blogs are used in higher education to support face-to-face courses, to organise online courses, and to open up courses for a wider group of participants. However the open and distributed nature of blogs creates problems that are not common in other learning contexts. Four key challenges related to the use of blogs in learning were identified from earlier research: fragmented discussions, a lack of coordination structures, weak support for awareness, and a danger of over-scripting. The EduFeedr system has been designed to address these issues. In this paper, the authors present their evaluation of its design and effectiveness in a total of 10 courses. The results indicate that learners find the EduFeedr system useful in following discussions and in comparing their progress with other learners. The coordination and awareness issues are seen as more important than the fragmentation of discussions and a danger of over-scripting.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Design and evaluation of an online tool for open learning with blogs

Põldoja

Duval

Leinonen

2016

AJET

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“…Estos resultados, en conjunto, ponen de relieve que el efecto y la calidad de un entorno virtual de aprendizaje no residen tanto en los recursos tecnológicos de que dispone, sino en cómo los grupos utilizan los recursos tecnológicos para regular su actividad colaborativa. En relación con lo anterior, al igual que Jarvela et al (2014); Jarvela y Hadwin (2013) y Miller y Hadwin (2015), consideramos que, en el ámbito de CSCL, el interés principal de los diseñadores y/o informáticos se ha centrado en desarrollar sistemas de apoyo para la construcción del conocimiento y, en concreto, para intercambiar y compartir información. Sin embargo, sería igualmente importante desarrollar herramientas expresamente diseñadas para apoyar y/o promover la regulación de los grupos.…”

Section: Discusión Y Conclusionesunclassified

“…Uno de los problemas asociados con el bajo aprovechamiento que de los recursos tecnológicos realizan los estudiantes para su aprendizaje es la escasa habilidad de que disponen para regular sus procesos colaborativos (Chan, 2012;Janssen, Erkens, Kirschner y Kanselaar, 2012;Jarvela y Hadwin, 2013;Jarvela et al, 2014;Kwon, Liu y Johnson, 2014;Lajoie y Lu, 2012;López y Álvarez, 2011;Miller y Hadwin, 2015;Panadero y Jarvela, 2015;Saab, 2012;Saab, Joolingen y Hout-Wolters, 2012;Schoor y Bannert, 2012). Cuando los estudiantes trabajan en entornos CSCL, además de dialogar y negociar sobre los significados vinculados con el contenido de la tarea, necesitan discutir las metas y las estrategias que deben seguir para su cumplimiento, consensuar las formas de organización y participación que deben asumir para el abordaje de la tarea, y crear un ambiente motivacional positivo en el grupo.…”

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Shared Regulation in Collaborative Learning Environments Mediated by Computer: Differences Between High and Low Performance Groups

Ramírez

Onrubia

2015

RIED

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Regulación compartida en entornos de aprendizaje colaborativo mediado por ordenador: diferencias en grupos de alto y bajo rendimiento Shared regulation in collaborative learning environments mediated by computer: differences between high and low performance groupsJuan Carlos Castellanos Ramírez Javier Onrubia Goñi Universidad de Barcelona (España) ResumenEl estudio que a continuación presentamos se centra en los procesos de regulación compartida ejercidos por pequeños grupos de estudiantes con distintos niveles de rendimiento en un entorno de CSCL. Empleamos el término de regulación compartida para referirnos al proceso en el que múltiples alumnos -como grupo-actúan de manera intencional sobre sus procesos grupales cognitivos, de participación y motivacionales. El método que se empleó es un estudio de caso en el cual alumnos universitarios realizaron una tarea colaborativa en pequeños grupos durante 27 días en un entorno de comunicación asíncrona. Se realizó un análisis comparativo de cuatro pequeños grupos, dos con alto rendimiento en la tarea y otros dos con bajo rendimiento en la tarea. Los resultados del estudio revelaron que los dos grupos de alto rendimiento, en contraste con los grupos de bajo rendimiento, ejercieron mayor cantidad y diversidad de regulación sobre elementos motivacionales; en cuanto a la regulación ejercida sobre elementos cognitivos y de participación no se encontraron, cuantitativamente, diferencias claras entre los grupos, pero el análisis cualitativo de los datos mostró mayor implicación de los alumnos y mayor calidad en la regulación ejercida sobre dichos aspectos en los grupos de alto rendimiento.Palabras clave: universidad a distancia; enseñanza superior; aprendizaje en grupo; proceso de aprendizaje; rendimiento. AbstractThe study presented below focuses on shared regulation processes carried out by small groups of students with different levels of performance in a CSCL environment. The term shared regulation used in the study refers to the process in which multiple students -as a group-act intentionally on their own participation, motivational and cognitive group processes. A case study was conducted, aimed to analyze a small-group collaborative task developed by university students in an asynchronous communication environment for 27 days. A comparative analysis of two groups with high performance in the task and two groups with low performance in the task was developed. The results revealed that the two high performance groups, in contrast to low performance groups, displayed a greater number and diversity of regulation on motivational elements; regarding regulation on cognitive and participation elements, clear quantitative differences between the groups were not found; however, the qualitative analysis of the data showed a greater involvement of students and better quality of regulation in the two high performance groups.

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“…To set a stage for those recommendations about researching regulated learning and CSCL, I first encapsulate each contribution and select some features they exhibit. Miller and Hadwin (2015) tackle with helpful clarity the central matter of defining forms of regulated activity. They begin with an expansive assertion: Activity in groups is regulated when there is ''.…”

Section: Introductionmentioning

confidence: 99%

What is the state of the art in self-, co- and socially shared regulation in CSCL?

Winne

2015

Computers in Human Behavior

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Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL

Cited by 170 publications

References 53 publications

Design and evaluation of an online tool for open learning with blogs

Design and evaluation of an online tool for open learning with blogs

Shared Regulation in Collaborative Learning Environments Mediated by Computer: Differences Between High and Low Performance Groups

What is the state of the art in self-, co- and socially shared regulation in CSCL?

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