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

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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.

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Acknowledgments

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

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Authors and Affiliations

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

    Sanna Järvelä, Paul A. Kirschner, Hanna Järvenoja, Jonna Malmberg & Jari Laru

  2. Open University of the Netherlands, Heerlen, Netherlands

    Paul A. Kirschner

  3. University of Victoria, Victoria, BC, Canada

    Allyson Hadwin & Mariel Miller

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  1. Sanna Järvelä
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  2. Paul A. Kirschner
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Järvelä, S., Kirschner, P.A., Hadwin, A. et al. Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities. Intern. J. Comput.-Support. Collab. Learn 11, 263–280 (2016). https://doi.org/10.1007/s11412-016-9238-2

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