Advertisement

Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities

  • Sanna Järvelä
  • Paul A. Kirschner
  • Allyson Hadwin
  • Hanna Järvenoja
  • Jonna Malmberg
  • Mariel Miller
  • Jari Laru
Article
First Online:

Abstract

The field of computer supported collaborative learning (CSCL) is progressing instrumentally and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of CSCL with respect to cognitive, motivational, emotional, and social issues, despite the fact that the role of regulatory processes is critical for the quality of students’ engagement in collaborative learning settings. We review the four earlier lines in developing support in CSCL and show how there has been a lack of work to support individuals in groups to engage in, sustain, and productively regulate their own and the group’s collaborative processes. Our aim is to discuss how our conceptual work in socially shared regulation of learning (SSRL) contributes to effective and efficient CSCL, what tools are presently available, and what the implications of research on these tools are for future tool development.

Keywords

Computer supported collaborative learning Self-regulated learning Learner dashboards Self-regulation tools Prompting 
This is a preview of subscription content, log in to check access.

Notes

Acknowledgments

This study was supported by the Finnish Academy grant 259214 and 275440.

References

  1. Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84–94. doi: 10.1080/00461520.2015.1004069.CrossRefGoogle Scholar
  2. Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition - Implications for the design of computer-based scaffolds. Instructional Science, 33, 367–379. doi: 10.1007/s11251-005-1272-9.CrossRefGoogle Scholar
  3. 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 New York. doi: 10.1007/978-1-4419-5716-0_11.CrossRefGoogle Scholar
  4. Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40, 193–211. doi: 10.1007/s11251-011-9167-4.CrossRefGoogle Scholar
  5. Bannert, M., Reimann, P., & Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students’ self-regulated learning. Metacognition and Learning, 9(2), 161–185. doi: 10.1007/s11409-013-9107-6.CrossRefGoogle Scholar
  6. Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 408–425). New York: Routledge.Google Scholar
  7. Buder, J., & Bodemer, D. (2008). Supporting controversial CSCL discussions with augmented group awareness tools. International Journal of Computer-Supported Collaborative Learning, 3, 123–139. doi: 10.1007/s11412-008-9037-5.CrossRefGoogle Scholar
  8. Cress, U., Stahl, G., Ludvigsen, S., & Law, N. (2015). The core features of CSCL: Social situation, collaborative knowledge processes and their design. International Journal of Computer-Supported Collaborative Learning, 10(2), 109–116. doi: 10.1007/s11412-015-9214-2.Google Scholar
  9. Dourish, P., & Bellotti, V. (1992). Awareness and coordination in shared workspaces. In M. Mantel & R. Baecker (Eds.), Proceedings of the 1992 ACM Conference on Computer-Supported Cooperative Work (pp. 107–114). ACM Press: New York.Google Scholar
  10. Fischer, F., Kollar, I., Stegman, 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.CrossRefGoogle Scholar
  11. 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, 1103–1113. doi: 10.1016/j.chb.2010.05.017.CrossRefGoogle Scholar
  12. Fransen, J., Weinberger, A., & Kirschner, P. A. (2013). Team effectiveness and team development in CSCL. Educational Psychologist, 48(1), 9–24. doi: 10.1080/00461520.2012.747947.CrossRefGoogle Scholar
  13. Goetz, T., Zirngibl, A., Pekrun, R., & Hall, N. (2003). Emotions, learning and achievement from educational-psychological perspective. In P. Mayring & C. V. Rhoeneck (Eds.), Learning emotions. The influence of affective factors on classroom learning (pp. 9–28). Frankfurt/M: Peter Lang.Google Scholar
  14. Hadwin, A. F., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113, 240–264.Google Scholar
  15. 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. 65–86). New York: Routledge.Google Scholar
  16. Hadwin, A. F., Miller, M., & Webster, E. A. (2012a). CSCL shared planning tool (Version 2.0). Victoria: University of Victoria.Google Scholar
  17. Hadwin, A. F., Miller, M., & Webster, E. A. (2012b). My planner: Personal planning and reflection tool (Version 1.0). Victoria: University of Victoria.Google Scholar
  18. Hadwin, A. F., Miller, M., & Webster, E. A. (2013). CSCL shared planning tool (Version 3.0). Victoria: University of Victoria.Google Scholar
  19. Hadwin, A. F., Järvelä, S., & Miller, M. (2016). Self-regulation, co-regulation and shared regulation in collaborative learning environments. In D. Schunk & J. Greene (Eds.), Handbook of self-regulation of learning and performance. New York: Routledge.Google Scholar
  20. Hareli, S., & Weiner, B. (2002). Social emotions and personality inferences: A scaffold for a new direction in the study of achievement motivation. Educational Psychologist, 37, 183–193.CrossRefGoogle Scholar
  21. Harley, J. M., Bouchet, F., Hussain, S., Azevedo, R., & Calvo, R. (2015). A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system. Computers in Human Behavior, 48, 615–625. doi: 10.1016/j.chb.2015.02.013.CrossRefGoogle Scholar
  22. Janssen, J., Kirschner, F., Kirschner, P. A., & Paas, F. (2010). Making the black box of collaborative learning transparent: Combining process-oriented and cognitive load approaches. Educational Psychology Review, 22, 139–154. doi: 10.1007/s10648-010-9131-x.CrossRefGoogle Scholar
  23. 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, 1046–1058. doi: 10.1016/j.chb.2010.06.002.CrossRefGoogle Scholar
  24. Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2012). Task-related and social regulation during online collaborative learning. Metacognition and Learning, 7(1), 25–43. doi: 10.1007/s11409-010-9061-5.CrossRefGoogle Scholar
  25. Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39. doi: 10.1080/00461520.2012.748006.
  26. Järvelä, S., & Hadwin, A. F. (2015). Promoting and researching adaptive regulation: New Frontiers for CSCL research. Computers in Human Behavior, 52, 559–561. doi: 10.1016/j.chb.2015.05.006.CrossRefGoogle Scholar
  27. Järvelä, S., & Järvenoja, H. (2011). Socially constructed self-regulated learning in collaborative learning groups. Teachers College Record, 113, 350–374.Google Scholar
  28. Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2013). Exploring socially shared regulation in the context of collaboration. Journal of Cognitive Education and Psychology, 12, 267–286. doi: 10.1891/1945-8959.12.3.267.CrossRefGoogle Scholar
  29. Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools. Educational Technology Research and Development, 63(1), 125–142. doi: 10.1007/s11423-014-9358-1.CrossRefGoogle Scholar
  30. Järvenoja, H., & Järvelä, S. (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges? The British Journal of Educational Psychology, 79, 463–481. doi: 10.1348/000709909X402811.CrossRefGoogle Scholar
  31. Järvenoja, H., Volet, S., & Järvelä, S. (2013). Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33(1), 31–58. doi: 10.1080/01443410.2012.742334.CrossRefGoogle Scholar
  32. Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50, 204–219. doi: 10.1080/00461520.2015.1075400.CrossRefGoogle Scholar
  33. Jaspers, J., Broeken, M., & Erkens, G. (2004). Virtual Collaborative Research Institute (VCRI) (Version 2.0). Utrecht: Onderwijskunde Utrecht, ICO/ISOR.Google Scholar
  34. Kirschner, P. A., & Erkens, G. (2013). Toward a framework for CSCL research. Educational Psychologist, 48, 1–8. doi: 10.1080/00461520.2012.750227.CrossRefGoogle Scholar
  35. Kirschner, P. A., & Kreijns, K. (2005). Enhancing sociability of computer-supported collaborative learning environments. In R. Bromme, F. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication - and how they may be overcome (pp. 169–192). Dordrecht: Kluwer.CrossRefGoogle Scholar
  36. Kirschner, P. A., 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.CrossRefGoogle Scholar
  37. 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, 403–420. doi: 10.1016/j.chb.2007.01.028.CrossRefGoogle Scholar
  38. Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive-load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31–42. doi: 10.1007/s10648-008-9095-2.CrossRefGoogle Scholar
  39. Kirschner, P. A., Kirschner, F., & Janssen, J. (2014). The collaboration principle in multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (Second ed., pp. 547–575). New York: Cambridge University Press.CrossRefGoogle Scholar
  40. Kitsantas, A., & Dabbagh, N. (2011). The role of Web 2.0 technologies in self-regulated learning. New Directions for Teaching and Learning, 126(126), 99–106. doi: 10.1002/tl.448.CrossRefGoogle Scholar
  41. Kreijns, K., Kirschner, P. A., & Vermeulen, M. (2013). Social aspects of CSCL environments: A research framework. Educational Psychologist, 48, 229–242. doi: 10.1080/00461520.2012.750225.CrossRefGoogle Scholar
  42. Kreijns, K., Kirschner, P. A., & Jochems, W. (2002). The sociability of computer-supported collaborative learning environments. Journal of Education Technology & Society, 5(1), 8–22.Google Scholar
  43. Kuhn, D. (2015). Thinking together and alone. Educational Researcher, 44(1), 46–53. doi: 10.3102/0013189X15569530.CrossRefGoogle Scholar
  44. Kwon, K., Liu, Y.-H., & Johnson, L. P. (2014). Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators. Computers & Education, 78, 185–200. doi: 10.1016/j.compedu.2014.06.004.CrossRefGoogle Scholar
  45. Laru, J., & Järvelä, S. (2014). Integrated use of multiple social software tools and face-to-face activities in order to support self-regulated learning: A case study in higher education context. In L.-H. Wong, M. Milrad, & M. Specht (Eds.), Seamless learning in the age of mobile connectivity. Singapore: Springer Verlag.Google Scholar
  46. Laru, J., Malmberg, J., Järvenoja, H., Sarenius, V.-M., & Järvelä, S. (2015). Designing simple tools for socially shared regulation: Experiences of using Google Docs and mobile SRL tools in math education. In Proceedings of the 12th International Conference on Computer Supported Collaborative Learning, pp. 403–410. Gothenburg, Sweden.Google Scholar
  47. Leinonen, P., Järvelä, S., & Häkkinen, P. (2005). Enhancing awareness of networked collaboration. A study of a global virtual team. Computer Supported Collaborative Work Journal, 14, 301–322.CrossRefGoogle Scholar
  48. Malmberg, J., Järvenoja, H., & Järvelä, S. (2013). Patterns in elementary school students’ strategic actions in varying learning situations. Instructional Science, 41, 933–954. doi: 10.1007/s11251-012-9262-1.CrossRefGoogle Scholar
  49. Malmberg, J., Järvelä, S., Järvenoja, H., & Panadero, E. (2015). Socially shared regulation of learning in CSCL: Patterns of socially shared regulation of learning between high – and low performing student groups. Computers in Human Behavior, 52, 562–572. doi: 10.1016/j.chb.2015.03.082.CrossRefGoogle Scholar
  50. Miller, M., Hadwin, A. F. (2012). Social aspects of regulation: Measuring socially-shared regulation in collaborative contexts. Paper presented at the annual meeting of the American Educational Research Association. Vancouver, BC, CA.Google Scholar
  51. Miller, M., & Hadwin, A. F. (2015). Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL. Computers in Human Behavior, 52, 573–588. doi: 10.1016/j.chb.2015.01.05.CrossRefGoogle Scholar
  52. Miller, M., Webster, E. A., & Hadwin, A. F. (2013). CSCL individual planning tool (version 3.0). Victoria: University of Victoria.Google Scholar
  53. Miyake, N., & Kirschner, P. A. (2014). The social and interactive dimensions of collaborative learning. In K. R. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 418–438). New York: Cambridge University Press.CrossRefGoogle Scholar
  54. Molenaar, I., & Järvelä, S. (2014). Sequential and temporal characteristics of self and socially regulated learning. Metacognition and Learning, 9(2), 75–85. doi: 10.1007/s11409-014-9114-2.CrossRefGoogle Scholar
  55. Näykki, P., Järvelä, S., Kirschner, P. A., & Järvenoja, H. (2014). Socio-emotional conflict in collaborative learning—a process-oriented case study in a higher education context. International Journal of Educational Research, 68, 1–14. doi: 10.1016/j.ijer.2014.07.001.CrossRefGoogle Scholar
  56. O’Donnell, A., & Hmelo-Silver, C. E. (2013). Introduction: What is collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O’Donnell (Eds.), The international handbook of collaborative learning (pp. 1–15). New York: Routledge.Google Scholar
  57. Perry, N. E., & Winne, P. H. (2006). Learning from learning kits: gStudy traces of students’ self-regulated engagements with computerized content. Educational Psychology Review, 18, 211–228. doi: 10.1007/s10648-006-9014-3.CrossRefGoogle Scholar
  58. 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.
  59. 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, 1087–1102. doi: 10.1016/j.chb.2010.06.024.CrossRefGoogle Scholar
  60. Rogat, K. T., & Adams-Wiggins, K. R. (2014). Other-regulation in collaborative groups: Implications for regulation quality. Instructional Science, 42(6), 879–904. doi: 10.1007/s11251-014-9322-9.CrossRefGoogle Scholar
  61. Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4), 375–415. doi: 10.1080/07370008.2011.607930.CrossRefGoogle Scholar
  62. Saab, N. (2012). Team regulation, regulation of social activities or co-regulation: Different labels for effective regulation of learning in CSCL. Metacognition and Learning, 7(1), 1–6. doi: 10.1007/s11409-011-9085-5.CrossRefGoogle Scholar
  63. Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In K Sawyer (Ed), Cambridge Handbook of the Learning Sciences. 2nd ed. (pp. 397–417). New York: Cambridge University Press.Google Scholar
  64. Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 201–228). Cambridge: MIT Press.Google Scholar
  65. Sinha, S., Kempler, R. T., Adams-Wiggins, K. R., & Hmelo-Silver, C. E. (2015). Collaborative group engagement in a CSCL environment. International Journal of Computer-Supported Collaborative Learning, 10, 273–307. doi: 10.1007/s11412-015-9218-y.CrossRefGoogle Scholar
  66. Siqin, T., van Aalst, J., & Chu, S. K. W. (2015). Fixed group and opportunistic collaboration in a CSCL environment. International Journal of Computer-Supported Collaborative Learning, 10, 161–181. doi: 10.1007/s11412-014-9206-7.Google Scholar
  67. Soller, A., Martínez-Monés, A., Jermann, P., & Muehlenbrock, M. (2005). From mirroring to guiding: A review of state of the art technology for supporting collaborative learning. International Journal of Artificial Intelligence in Education, 15, 261–290.Google Scholar
  68. Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge: MIT Press.Google Scholar
  69. Van Aalst, J. (2009). Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses. International Journal of Computer-Supported Collaborative Learning, 4, 259–287. doi: 10.1007/s11412-009-9069-5.CrossRefGoogle Scholar
  70. Van den Bossche, P., Gijselaers, W., Segers, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments. team learning beliefs & behaviors. Small Group Research, 37, 490–521. doi: 10.1177/1046496406292938.CrossRefGoogle Scholar
  71. Van Merrienboer, J. J. G., & Kirschner, P. A. (2013). Ten steps to complex learning (2nd Rev. ed.). New York, NY: Taylor & Francis.Google Scholar
  72. Volet, S., Vauras, M., & Salonen, P. (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215–226. doi: 10.1080/00461520903213584.CrossRefGoogle Scholar
  73. Webster, E. A., & Hadwin, A. F. (2013). Regulating emotions during computer-supported collaborative problem solving. Paper presented at the Annual Conference of the Canadian Society for the Study of Education, Victoria, British Columbia.Google Scholar
  74. Whitebread, D., & Basilio, M. (2012). The emergence and early development of self-regulation in young children. Journal of Curriculum and Teacher Education, Monograph Issue: Learn to learn. Teaching and evaluation of self-regulated learning, 16(1), 15–34.Google Scholar
  75. Winne, P. H. (2011). A cognitive and metacognitive analysis of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 15–32). New York: Routledge.Google Scholar
  76. Winne, P. H., & Jamieson-Noel, D. (2002). Exploring students’ calibration of self reports about study tactics and achievement. Contemporary Educational Psychology, 27, 551–572. doi: 10.1016/S0361-476X(02)00006-1.CrossRefGoogle Scholar
  77. 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.CrossRefGoogle Scholar
  78. Winne, P. H., Hadwin, A. F., & Perry, N. E. (2013). Metacognition and computer-supported collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O’Donnell (Eds.), International handbook of collaborative learning (pp. 462–479). New York: Taylor & Francis.Google Scholar
  79. Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated Learning and Performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). New York: Routledge.Google Scholar

Copyright information

© International Society of the Learning Sciences, Inc. 2016

Authors and Affiliations

  • Sanna Järvelä
    • 1
  • Paul A. Kirschner
    • 1
    • 2
  • Allyson Hadwin
    • 3
  • Hanna Järvenoja
    • 1
  • Jonna Malmberg
    • 1
  • Mariel Miller
    • 3
  • Jari Laru
    • 1
  1. 1.Department of Educational Sciences and Teacher Education, Learning and Educational Technology Research Unit (LET)University of OuluOuluFinland
  2. 2.Open University of the NetherlandsHeerlenNetherlands
  3. 3.University of VictoriaVictoriaCanada

Personalised recommendations

Cite article

Buy options