Skip to main content
SpringerLink
Log in

Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

  • Development Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48(1):25–39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual self-regulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL. These (meta)cognitive, social, motivational, and emotional aspects related to being/becoming aware of how one learns alone and with others are for the most part neglected in traditional CSCL support. Based upon a review of theoretical and empirical studies on the potential of and challenges to collaboration, three design principles for supporting SSRL are introduced: (1) increasing learner awareness of their own and others’ learning processes, (2) supporting externalization of one’s own and others’ learning process and helping to share and interact, and (3) prompting acquisition and activation of regulatory processes. Finally, an illustrative example is presented for how these principles are applied in a technological tool for supporting SSRL.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Notes

  1. http://dspace.learningnetworks.org/bitstream/1820/1030/1/Dissertation%20Kreijns%202004.pdf.

  2. http://dspace.library.uu.nl/bitstream/handle/1874/255570/phielix.pdf?sequence=2.

  3. http://edugate.fss.uu.nl/~crocicl/vcri_eng.html.

References

  • Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science, 33(5–6), 367–379. doi:10.1007/s11251-005-1272-9.

    Article  Google Scholar 

  • Azevedo, R., Johnson, A., Chauncey, A., & Burkett, C. (2010). Self-regulated Learning with MetaTutor: Advancing the science of learning with metacognitive tools. In M. S. Khine & I. M. Saleh (Eds.), New Science of Learning (pp. 225–247). New York: Springer.

    Chapter  Google Scholar 

  • Baker, M. J. (1994). A Model for Negotiation in Teaching-Learning Dialogues. Journal of Artificial Intelligence in Education, 5(2), 199–254.

    Google Scholar 

  • Baltes, B. B., Dickson, M. W., Sherman, M. P., Bauer, C. C., & LaGanke, J. (2002). Computer-mediated communication and group decision making: A meta-analysis. Organizational Behavior and Human Decision Processes, 87(1), 156–179.

    Article  Google Scholar 

  • Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40(1), 193–211. doi:10.1007/s11251-011-9167-4.

    Article  Google Scholar 

  • Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307–359. doi:10.1207/s15327809jls1203_1.

    Article  Google Scholar 

  • Belland, B. R., Kim, C. M., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 48(4), 243–270. doi:10.1080/00461520.2013.838920.

    Article  Google Scholar 

  • Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions. (Advances in Learning and Instruction Series) (pp. 55–68). Oxford, UK: Elsevier Science.

    Google Scholar 

  • Blaye, A., & Light, P. (1990). Computer-based learning: The social dimensions. In H. C. Foot, M. J. Morgan, & R. H. Shute (Eds.), Children helping children (pp. 135–150). Chichester: Wiley.

    Google Scholar 

  • Blumenfeld, P. C., Marx, R. W., Soloway, E., & Krajcik, J. (1996). Learning with peers: From small group cooperation to collaborative communities. Educational Researcher, 25(8), 37–40.

    Article  Google Scholar 

  • Bodemer, D., & Dehler, J. (2011). Group awareness in CSCL environments. Computers in Human Behavior, 27(3), 1043–1045.

    Article  Google Scholar 

  • Bradner, E., Kellogg, W. A., & Erickson, T. (1999). The adoption and use of ‘BABBLE’: A field study of chat in the workplace. In S. Bødker, M. Kyng, & K. Schmidt (Eds.), ECSCW’99 (pp. 139–158). Netherlands: Springer.

    Google Scholar 

  • Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35. doi:10.3102/00346543064001001.

    Article  Google Scholar 

  • Devolder, A., Van Braak, J., & Tondeur, J. (2012). Supporting self-regulated learning in computer-based learning environments: Systematic review of effects of scaffolding in the domain of science education. Journal of Computer Assisted Learning, 28, 557–573.

  • Dieberger, A. (2000). Where did all the people go? A collaborative Web space with social navigation information. Poster presented at the 9th International World Wide Web Conference (WWW9), Amsterdam, The Netherlands. Accessed from the World Wide Web on June 8, 2002 at http://juggle5.50megs.com/WORK/publications/SwikiWriteup.html.

  • Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. doi:10.1007/s11409-008-9029.

    Article  Google Scholar 

  • Dillenbourg, P. (1999). What do you mean by ‘collaborative learning’? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19). Oxford: Elsevier.

    Google Scholar 

  • Doise, W., & Mugny, G. (1984). The social development of intellect. Oxford: Pergamon Press.

    Google Scholar 

  • Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56–66. doi:10.1080/00461520.2012.748005.

    Article  Google Scholar 

  • Fjermestad, J. (2004). An analysis of communication mode in group support systems research. Decision Support Systems, 37, 239–263.

    Article  Google Scholar 

  • Fransen, J., Kirschner, P. A., & Erkens, G. (2011). Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in Human Behavior, 27(3), 1103–1113. doi:10.1016/j.chb.2010.05.017.

    Article  Google Scholar 

  • Fransen, J., Weinberger, A., & Kirschner, P. (2013). Team effectiveness and team development in CSCL. Educational Psychologist, 48, 9–24. doi:10.1080/00461520.2012.747947.

    Article  Google Scholar 

  • Gaver, W. W. (1996). Situating action II: Affordances for interaction: The social is material for design. Ecological Psychology, 8(2), 111–129. doi:10.1207/s15326969eco0802_2.

    Article  Google Scholar 

  • Gibson, J. J. (1977). The Theory of Affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting, and Knowing: Toward an Ecological Psychology (pp. 67–82). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Greller, W., & Drachsler, H. (2012). Translating learning into numbers: A generic framework for learning analytics. Journal of Educational Technology & Society, 15(3), 42–57.

    Google Scholar 

  • Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York: Routledge.

    Google Scholar 

  • Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26, 794–805.

    Article  Google Scholar 

  • Hertz-Lazarowitz, R., & Bar-Natan, I. (2002). Writing development of Arab and Jewish students using cooperative learning (CL) and computer-mediated communication (CMC). Computers & Education, 39(1), 19–36.

    Article  Google Scholar 

  • Hmelo-Silver, C. E., & Barrows, H. S. (2008). Facilitating collaborative knowledge building. Cognition and Instruction, 26(1), 48–94. doi:10.1080/07370000701798495.

    Article  Google Scholar 

  • Hobman, E. V., Bordia, P., Irmer, B., & Chang, A. (2002). The expression of conflict in computer-mediated and face-to-face groups. Small Group Research, 33, 439–465.

    Article  Google Scholar 

  • Janssen, J., Erkens, G., Kanselaar, G., & Jaspers, J. (2007). Visualization of participation: Does it contribute to successful computer-supported collaborative learning. Computers & Education, 49, 1037–1065.

    Article  Google Scholar 

  • Janssen, J., Erkens, G., & Kirschner, P. A. (2011). Group awareness tools: It’s what you do with it that matters. Computers in Human Behavior, 27(3), 1046–1058. doi:10.1016/j.chb.2010.06.002.

    Article  Google Scholar 

  • Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39. doi:10.1080/00461520.2012.74800.

    Article  Google Scholar 

  • Järvelä, S., Järvenoja, H., & Malmberg, J. (2012). How elementary school students’ regulation of motivation is connected to self-regulation. Educational Research and Evaluation, 18(1), 65–84.

    Article  Google Scholar 

  • Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. (2013). Exploring socially-shared regulation in the context of collaboration. The Journal of Cognitive Education and Psychology, 12(3), 267–286. doi:10.1891/1945-8959.12.3.267.

    Article  Google Scholar 

  • Järvelä, S., Järvenoja, H., & Veermans, M. (2008a). Understanding dynamics of motivation in socially shared learning. International Journal of Educational Research, 47(1), 122–135.

    Article  Google Scholar 

  • Järvelä, S. & Renniger, K. R. (2014, in press). Designing for learning: Engagement, interest, and motivation. Sawyer, K. (Ed.). Cambridge Handbook of the Learning Sciences.

  • Järvelä, S., Veermans, M., & Leinonen, P. (2008b). Investigating students’ engagement in a computer-supported inquiry - a process-oriented analysis. Social Psychology in Education, 11, 299–322.

    Article  Google Scholar 

  • Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on Motivation in Collaborative Learning: Moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15–27.

    Article  Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Boston, MA: Allyn and Bacon.

    Google Scholar 

  • Kempler Rogat, T. K., Linnenbrink-Garcia, L., & DiDonato, N. C. (2013). Motivation in collaborative groups. In C. E. Hmelo-Silver, C. A. Chinn, C. Chan, & A. M. O’Donnell (Eds.), The international handbook of collaborative learning (pp. 250–267). New York: Routledge.

    Google Scholar 

  • Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1–10. doi:10.1016/S0959-4752(01)00014-7.

    Article  Google Scholar 

  • Kirschner, P. A., Beers, P. J., Boshuizen, H. P. A., & Gijselaers, W. H. (2008). Coercing shared knowledge in collaborative learning environments. Computers in Human Behavior, 24(2), 403–420. doi:10.1016/j.chb.2007.01.028.

    Article  Google Scholar 

  • Kirschner, P. A., & Erkens, G. (2013). Toward a framework for CSCL research. Educational Psychologist, 48(1), 1–8. doi:10.1080/00461520.2012.750227.

    Article  Google Scholar 

  • Kirschner, P. A., Kirschner, F., & Janssen, J. (2014). The collaboration principle in multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 547–575). New York: Cambridge University Press.

    Google Scholar 

  • Kirschner, P. A., Kreijns, K., Phielix, C., & Fransen, J. Awareness of cognitive and social behaviour in a CSCL environment. Journal of Computer Assisted Learning (accepted).

  • Kirschner, F., Paas, F., Kirschner, P. A., & Janssen, J. (2011). Differential effects of problem-solving demands on individual and collaborative learning outcomes. Learning and Instruction, 21(4), 587–599. doi:10.1016/j.learninstruc.2011.01.001.

    Article  Google Scholar 

  • Kirschner, P., Strijbos, J. W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47–66. doi:10.1007/BF02504675.

    Article  Google Scholar 

  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.

    Article  Google Scholar 

  • Kirschner, P. A., & van Merrinboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183. doi:10.1080/00461520.2013.804395.

    Article  Google Scholar 

  • Kreijns, K. (2004). Sociable CSCL environments: Social affordances, sociability, and social presence. Unpublished PhD thesis. Open University of the Netherlands, Heerlen, The Netherlands. Available at http://dspace.learningnetworks.org/bitstream/1820/1030/1/Dissertation%20Kreijns%202004.pdf.

  • Kreijns, K., & Kirschner, P. A. (2004). Determining sociability, social space and social presence in (a)synchronous collaborating teams. Cyberpsychology and Behavior, 7(2), 155–172.

    Article  Google Scholar 

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2002). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19, 335–353.

    Article  Google Scholar 

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19, 335–353.

    Article  Google Scholar 

  • Kreijns, K., Kirschner, P. A., & Vermeulen, M. (2013). Social aspects of CSCL environments: A research framework. Educational Psychologist, 48(4), 229–242. doi:10.1080/00461520.2012.750225.

    Article  Google Scholar 

  • Lipponen, L., Rahikainen, M., Lallimo, J., & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13, 487–509.

    Article  Google Scholar 

  • Mäkitalo, K., Häkkinen, P., Järvelä, S., & Leinonen, P. (2002). Mechanisms of common ground in case-based web discussions in teacher education. The Internet and Higher Education, 5(3), 247–265.

    Article  Google Scholar 

  • Malmberg, J., Järvelä, S., Järvenoja, H., & Panadero, E. (2014, manuscript). Promoting socially shared regulation of learning in CSCL: Patterns of socially shared regulation of learning between high – and low performing student groups.

  • Malmberg, J., Järvelä, S. & Kirschner, P. (2014, in press). Elementary school students’ strategic activity and quality of strategy use: Does task-type matter? Metacognition and Learning.

  • Malmberg, J., Järvenoja, H., & Järvelä, S. (2010). Tracing elementary school students’ study tactic use in gStudy by examing a strategic and self-regulated learning. Computers in Human Behavior, 26(5), 1034–1042.

    Article  Google Scholar 

  • McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137–146.

    Article  Google Scholar 

  • Miller, M., Malmberg, J. Hadwin, A., & Järvelä, S. (2014, submitted). Tracing university students´ construction of shared task perceptions in on-line collaboration.

  • Mulder, I., Swaak, J., & Kessels, J. (2002). Assessing group learning and shared understanding in technology mediated interaction. Educational Technology & Society, 5(1), 35–47.

    Google Scholar 

  • Norman, D. A. (1990). The design of everyday things. New York: Doubleday.

    Google Scholar 

  • Perry, N. E., & Winne, P. H. (2006). Learning from learning kits: gStudy traces of student’ self-regulated engagements using software. Psychology of Education Review, 18, 211–228.

    Article  Google Scholar 

  • Phielix, C. (2012). Enhancing collaboration through assessment & reflection. Unpublished PhD thesis, Utrecht University, Utrecht, The Netherlands. Available at http://dspace.library.uu.nl/bitstream/handle/1874/255570/phielix.pdf?sequence=2.

  • Phielix, C., Prins, F. J., & Kirschner, P. A. (2010). Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection. Computers in Human Behavior, 26, 151–161. doi:10.1016/j.chb.2009.10.011.

  • Phielix, C., Prins, F. J., Kirschner, P. A., Erkens, G., & Jaspers, J. (2011). Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool. Computers in Human Behavior, 27(3), 1087–1102. doi:10.1016/j.chb.2010.06.024.

    Article  Google Scholar 

  • Preece, J. (2000). Online communities: Designing usability, supporting sociability. Chichester, UK: Wiley.

    Google Scholar 

  • Puntambekar, S., & Hübscher, R. (2005). Tools for scaffolding students in a complex environment: What we have gained and what we have missed? Educational Psychologist, 40(1), 1–12.

    Article  Google Scholar 

  • Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer Supported Collaborative Learning (pp. 69–97). Berlin: Springer.

    Chapter  Google Scholar 

  • Schunk, D. H., & Zimmerman, B. J. (Eds.). (2008). Motivation and selfregulated learning: Theory, research, and applications. New York, NY: Taylor & Francis.

    Google Scholar 

  • Stahl, G. (2004). Groupware goes to school: Adapting BSCW to the classroom. International Journal of Computer Applications in Technology, 19(3/4), 1–13.

    Article  Google Scholar 

  • Straus, S. G. (1997). Technology, group process, and group outcomes: Testing the connections in computer-mediated and face-to-face groups. Human-Computer Interaction, 12, 227–266.

    Article  Google Scholar 

  • Straus, S. G., & McGrath, J. E. (1994). Does the medium matter? The interaction of task type and technology on group performance and member reactions. Journal of Applied Psychology, 79(1), 87–97.

    Article  Google Scholar 

  • Strijbos, J. W., Kirschner, P. A., & Martens, R. L. (Eds.). (2004). What we know about CSCL: And implementing it in higher education. Boston, MA: Kluwer Academic.

    Google Scholar 

  • Thompson, L. F., & Coovert, M. D. (2003). Teamwork online: the effects of computer conferencing on perceived confusion, satisfaction and post discussion accuracy. Group Dynamics, 7(2), 135–151.

    Article  Google Scholar 

  • Thompson, L., & Fine, G. A. (1999). Socially shared cognition, affect, and behavior: A review and integration. Personality and Social Psychology Review, 3, 278–302.

    Article  Google Scholar 

  • Van den Bossche, P., Gijselaers, W., Segers, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments. Small Group Research, 37(5), 490–521.

    Article  Google Scholar 

  • van Merriënboer, J. J. G., & Kirschner, P. A. (2013). Ten steps to complex learning (2nd ed.). New York: Taylor & Francis.

  • Volet, S. E., Vauras, M., & Salonen, P. (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215–226.

    Article  Google Scholar 

  • Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction, 17(4), 416–426.

    Article  Google Scholar 

  • Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale, NJ: Er.

    Google Scholar 

  • Winne, P. H., Hadwin, A. F., & Gress, C. L. Z. (2010). The learning kit project: Software tools for supporting and researching regulation of collaborative learning. Computers in Human Behavior, 26, 787–793.

  • Winne, P. H., Hadwin, A. F., & Perry, N. E. (2013). Metacognition and computer-supported collaborative learning. In C. Hmelo-Silver, A. O’Donnell, C. Chan, & C. Chinn (Eds.), International handbook of collaborative learning (pp. 462–479). New York: Taylor & Francis.

    Google Scholar 

  • Winne, P. H., Zhou, R., & Egan, R. (2011). Designing assessments of self-regulated learning. In G. Schraw & D. R. Robinson (Eds.), Assessment of higher order thinking skills (pp. 89–120). Charlotte, NC: IAP-Information Age Publishing.

    Google Scholar 

  • Winters, F. I., & Azevedo, R. (2005). High school students’ regulation of learning during computer-based science inquiry. Journal of Educational Computing Research, 33(2), 189–215.

    Article  Google Scholar 

  • Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of nine- and ten-year-olds. Educational Technology Research and Development, 55(2), 117–145. doi:10.1007/s11423-006-9019-0.

    Article  Google Scholar 

  • Zimmerman, B. J., & Schunk, D. H. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). New York, NY: Routledge.

    Google Scholar 

Download references

Acknowledgments

Research funded by the Finnish Academy, Project no. 259214 (PROSPECTS, PI: Sanna Järvelä).

Author information

Authors and Affiliations

  1. Learning and Educational Technology Research Unit (LET), Department of Educational Sciences and Teacher Education, University of Oulu, P.O. BOX 2000, 90014, Oulu, Finland

    Sanna Järvelä, Ernesto Panadero, Jonna Malmberg, Marika Koivuniemi & Hanna Järvenoja

  2. Open University of The Netherlands, Heerlen, Netherlands

    Paul A. Kirschner

  3. University of Utrecht, Utrecht, Netherlands

    Chris Phielix & Jos Jaspers

Authors
  1. Sanna Järvelä
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Paul A. Kirschner
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ernesto Panadero
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Jonna Malmberg
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Chris Phielix
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Jos Jaspers
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Marika Koivuniemi
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Hanna Järvenoja
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sanna Järvelä.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Järvelä, S., Kirschner, P.A., Panadero, E. et al. Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools. Education Tech Research Dev 63, 125–142 (2015). https://doi.org/10.1007/s11423-014-9358-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-014-9358-1

Keywords

Search

Navigation