• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Computers & education >Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment
【24h】

Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment

机译：检查CSCL环境中茎干学习的自我和社会共同调节的顺序模式

获取原文
获取原文并翻译 | 示例
       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

While the importance in collaborative learning of both self- and socially shared regulatory processes has increasingly been emphasized, little research has examined sequences of such processes and how they influence group performance. This study identified sequences of self- and socially shared regulatory activities in the online chats and logs of students completing a STEM task in a computer-supported collaborative learning (CSCL) environment. High school and college students (N = 156) were randomly assigned to groups of three and asked to solve four tasks of increasing complexity in a virtual learning environment designed to teach students about electronics. The results revealed that the students engaged mostly in executing, self-monitoring, and socially shared monitoring activities. The successful groups demonstrated more frequent and more diverse regulatory activities than did the less successful groups. A Markov chain analysis revealed that the successful groups were most likely to start with self-executing and end with socially shared monitoring, while the less successful group were most likely to start with executing and end with self-executing. The results of this study reveal that the timing of socially shared monitoring influences the success of collaborative learning, which have implications for teaching practices and for adaptive scaffolding group learners in CSCL.
机译：虽然对自我和社会共享的监管流程的协作学习的重要性越来越强调，但很少的研究已经检查了这些过程的序列以及它们如何影响小组性能。本研究确定了在计算机支持的协作学习（CSCL）环境中完成STEM任务的在线聊天中的自我和社会共享的监管活动的序列。高中和大学生（N = 156）被随机分配给三组，并要求解决旨在教授学生关于电子学生的虚拟学习环境中提高复杂性的四项任务。结果表明，学生主要在执行，自我监测和社会共享监测活动中融入。成功的团体表现出比不太成功的团体更频繁，更多样化的监管活动。马尔可夫链分析表明，成功的团体最有可能从社会共享监测开始自我执行和结束，而较少的成功组最有可能从自我执行和结束时开始。本研究结果表明，社会共享监测的时间影响了协作学习的成功，这对CSCL中的教学实践和适应脚手架群体学习者产生了影响。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号