What is the state of the art in self-, co- and socially shared regulation in CSCL?☆
Introduction
This special issue includes five diverse contributions, each addressing from a different perspective the topic of how learners regulate learning in a group. The collection illustrates a variety of methods in contexts where software supports and constrains what information learners share and how they share it. Amidst an extensive background of research on the more general topic of computer supported collaborative learning (CSCL), these five shine light on matters that I recommend be researched more thoroughly. To set a stage for those recommendations about researching regulated learning and CSCL, I first encapsulate each contribution and select some features they exhibit.
Section snippets
Comments on reports in this special issue
Miller and Hadwin (2015) tackle with helpful clarity the central matter of defining forms of regulated activity. They begin with an expansive assertion: Activity in groups is regulated when there is “… intentional, goal directed metacognitive activity in which learners and groups take strategic control of their actions (behavior), thinking (cognitive), and beliefs (motivation, and emotions) in the context of dynamic social interactions” (p. 573). I foreground two features of their claim.
First,
Expanding frontiers in conceptualizations, methodologies and practice
The field is progressively sharpening a shared conceptualization of forms of regulation that adapt an individual’s and a group’s work toward goals. While there is not precision of the sort chemists have when they stipulate conditions of “standard temperature and pressure” for an experiment, the work published here illuminates not only that metacognition is a key ingredient in regulated learning but also that attention to standards used in metacognitive monitoring are key (see Winne, 2011).
Trace
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Cited by (0)
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Author note: This work was supported by grants to Philip H. Winne from the Canada Research Chairs Program and the Social Sciences and Humanities Research Council of Canada SRG 410-2011-0727.