Individual Students’ Metacognitive Awareness Mediates Coregulation of Collaborative Problem Solving

• In Event: Instructional Technology SIG Paper Session: Cognition, Metacognition, and Multimedia Design

Abstract

This study reveals the patterns of co-regulated learning in problem-solving dyads consisting of high metacognitive thinkers (HMT), low metacognitive thinkers (LMT), and both LMT and HMT students. Students’ conversations were analyzed in a set of turns defined as an episode. Each turn within an episode was coded using Azevedo and colleagues’ (2008) framework of regulatory variables. Our findings show that, interestingly, mixed dyads comprising both HMT and LMT students engaged in more co-regulatory behaviors than HMT-only dyads. This pattern of collaborative problem-solving behavior resulted in a 27 percent improvement in overall problem-solving performance compared to LMT-only dyads. These results provide important implications for designing collaborative problem solving experiences and understanding the role of metacognitive awareness in mediating co-regulation of learning.

Author

• Pasha Antonenko, University of Florida