Background/ContextModels of self-regulated learning (SRL) have increasingly acknowledged aspects of social context influence in its process; however, great diversity exists in the theoretical posit...

Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory.

High-Level Co-Regulation in Collaborative Learning: How Does It Emerge and How Is It Sustained?.

Computer-based learning environments (CBLEs) present important opportunities for fostering learning; however, studies have shown that students have difficulty when learning with these environments. Research has identified that students’ self-regulatory learning (SRL) processes may mediate the hypothesized positive relations between CBLEs and academic performance. In this review, we identified 33 empirical studies of SRL and CBLEs. We address three research questions: (1) How do learner and task characteristics relate to students’ SRL with CBLEs? (2) Can various learning supports or conditions enhance the quality of students’ SRL as they learn with CBLEs? (3) What conceptual, theoretical, and methodological issues exist for this growing area of research? We found evidence that specific SRL processes are more often associated with academic success than others and that SRL skills can be supported. We also identified a number of issues that researchers should aim to address in future investigations, including a more comprehensive measurement of facets of SRL and the quality of SRL processes, the seeming disconnect between SRL processes and learning outcomes, and the distinction between self- and other-regulation.

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Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis

In this article we propose that in order to advance our understanding of motivation in collaborative learning we should move beyond the cognitive–situative epistemological divide and combine individual and social processes. Our claim is that although recent research has recognized the importance of social aspects in emerging and sustained motivation in collaborative learning activities, the social is mainly conceived as a unidirectional source of influence on individual motivation. In the article we examine the significance of motivation in research on collaborative learning. We discuss two characterizations of the role of the social in conceptualizations of motivation, namely, social influence and social construction, and outline our case for moving beyond the cognitive–situative divide and combining individual and social processes in research on motivation. Finally, we present illustrations from recent research on motivation in collaborative learning that has attempted to bridge the cognitive–situative ...

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Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes

The social cognitive perspective of self-regulated learning suggests that effective learning is determined by the interactions among personal, behavioral, and environmental influences; particularly, high self-regulated learners hold higher motivation (personal), apply better learning strategies (behavioral) and respond to environmental demand more appropriately (environmental). The study thus uses the social cognitive perspective to explore the role of self-efficacy (personal), student feedback behavior, use of learning strategies (behavioral), performance and receiving feedback (environmental) in Web-based learning. There were 76 university students participated in this study. Both quantitative and qualitative methods were applied for data analysis. The results supported that self-efficacy predicted student use of learning strategies and related to elaborated feedback behavior (personal->behavioral). High self-efficacy students applied more high-level learning strategies, such as elaborative strategy and critical thinking. Students who provided elaborated feedback also had higher self-efficacy than those who did not. Moreover, receiving elaborative feedback significantly promoted student self-efficacy (environmental->personal), while receiving knowledge of correct response improved student performance. However, the results indicated that feedback behaviors did not predict academic performance, which may be interfered by modeling effects.

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The role of feedback and self-efficacy on web-based learning: The social cognitive perspective

Combining Individual and Group-Level Perspectives for Studying Collaborative Knowledge Construction in Context.

The aim of this study is to investigate students' use of cognitive learning strategies in inquiry-based computer-supported collaborative learning (CSCL). A process-oriented interview framework on cognitive activity, self-regulation and motivation, and a coding category for analysing cognitive learning strategies and cognitive self-regulation was developed. The students of an intervention group (n=18) participating in inquiry-based CSCL and a comparison group (n=8) were interviewed six to eight times during the 3 years of the study. The results derived from the mixed-method analysis of altogether 161 interviews were compared between the two groups. The results indicate that the students who participated in the inquiry-based CSCL activities reported deeper-level cognitive strategies such as monitoring, creating representations and sharing information collaboratively. The students of the comparison group reported more surface-level strategies such as memorization. However, the findings concerning the utility of CSCL inquiry on cognitive learning strategies were not uniformly positive. It was found that the students of the comparison group reported significantly more strategies under the category of content evaluation. Nevertheless, the results suggest that computer-supported inquiry-based learning can enhance the use of cognitive strategies that support learning.

An exploration of students' strategy use in inquiry-based computer-supported collaborative learning

Computer-Supported Collaborative Learning (CSCL) can be a powerful tool in creating learning communities in which students have a chance to construct knowledge collaboratively and to develop explanations of the subject to be studied. It is obvious, however, that collaborative inquiry is a cognitively-challenging task for an individual student. More evidence on the nature and quality of students' actions and strategic processes in CSCL is needed to make these models more applicable in different domains of classroom learning. The aim of this study was to analyse students' strategic actions in Computer-Supported Collaborative Learning. Eighteen secondary school students, ages 13–14 years, participated in CSCL inquiries in their literature class. The networked technology environment used was CSILE. The students had three inquiry-based CSCL projects, each lasting for six weeks. The data-collection procedures used were questionnaires, students' written computer notes and repeated process-oriented interviews. The results show the dominance of a superficial approach toward inquiry. This is evidenced by the students' fact-oriented computer notes and their self-reported, surface-level strategic actions. However, the results show a growing amount of collaborative discussion in the networked database. Collaborative networked discussions manifest an increase in deeper-level cognitive strategies and progressive student inquiries.

Student' Strategic Actions in Computer-Supported Collaborative Learning

This article describes the results of an analysis of three years' process-oriented interview data concerning secondary school students' goals and learning strategies in computer-supported collaborative inquiries. Specifically, the changes in students' goal interpretations and the situational dynamics of students' goals and strategies were investigated over 3 years. By examining how these secondary school students (N = 18, from ages 13-15 years) interpret and explain different situations in a new instructional setting, we were able to determine their subjective and context-specific explanations of the situation. The interview data were analyzed using a qualitative content analysis, and nonparametric statistics were then used to authenticate some of the qualitative findings. The data show how the students' explanations and interpretations of their goals and strategies vary during different years of the study. It can be concluded that the students seem to develop both individual and contextual goals, as well...

The interplay of motivational goals and cognitive strategies in a new pedagogical culture: A context-oriented and qualitative approach

This paper describes a casestudy that investigated students'sociocognitive processes in a multimedia-basedscience learning task. By focusing on students'discursive, cognitive and collaborativeactivity on a micro analytic level, the studydescribes the nature of students' strategicactivity and social interaction whilst handlingand processing information from a multimediaCD-ROM science encyclopaedia. The participantsin the study were eighteen 12-year-old studentsfrom one Finnish elementary classroom workingindividually and in dyads on a poster task. Theresearch data consist of video and audiorecordings, on-line observations, interviews,questionnaires, and assessments of students'poster displays. In addition to cross-analysesof the whole data sample, the results of thestudy are highlighted via three case-basedanalytic descriptions characterising the natureof students' navigation processes, socialinteraction and cognitive activity in themultimedia context. The results of the studyreveal different strategies for informationhandling and processing with multimedia. Thenature of the students' activity show, however,that the cognitive strategies the students usedin processing and handling multimedia-basedscience material and the nature of socialinteractions in which they engaged were ratherprocedural and product-oriented in nature. Thiswas also reflected in the students' posterdisplays indicating rather superficial andincoherent conceptual representations. Thestudy indicates on the whole that moreattention has to be paid to the design ofinstructional situations and pedagogicalsupports for multimedia-based learning.

Hanna Salovaara

Papers

Combining Individual and Group-Level Perspectives for Studying Collaborative Knowledge Construction in Context.

An exploration of students' strategy use in inquiry-based computer-supported collaborative learning

Student' Strategic Actions in Computer-Supported Collaborative Learning

The interplay of motivational goals and cognitive strategies in a new pedagogical culture: A context-oriented and qualitative approach

The nature of students' sociocognitive activity in handling and processing multimedia-based science material in a small group learning task