Elementary Learners' Regulation in Computer-Supported Collaborative Learning Environments

• In Event: AERA Poster Session 11
  In Poster Session: Learning Environments Poster Session

Abstract

Students’ ability to regulate their learning is extremely important, especially in computer-supported collaborative learning (CSCL) environments. In these contexts, students must simultaneously contend with individual and group goals, diverse approaches to the task, and the complex social processes inherent in collaborative work. This study applied a multidimensional framework to investigate how 5th grade dyads differentially regulated their learning and social interactions in two CSCL configurations. We used Epistemic Network Analysis (ENA) to explore the co-occurrence of students’ coded discourse. Broadly, results indicate that the students collaborated and monitored their learning. However, at a dyad and individual level the findings are more varied, suggesting the need to explore adaptive systems or more individualized interventions.

Authors

• Jessica Vandenberg, North Carolina State University

• Jennifer Tsan

• Zarifa Zakaria, LearnPlatform

• Danielle Cadieux Boulden, Code.org

• Kristy E Boyer

• Collin Lynch, North Carolina State University

• Eric N. Wiebe, North Carolina State University