Promoting Cognitive and Social Awareness During Collaboration Using Group Regulation Guidance: An Exploratory Study

• In Event: AERA Poster Session 8
  In Poster Session: Affective Influences on Learner Success

Abstract

Informed by literature in regulation and group collaboration, a set of cognitive and social awareness tasks were implemented to guide student collaboration during two software engineering projects. Cognitive awareness tasks engaged students in self-evaluation of domain-specific skills, as well as planning and monitoring towards the completion of project goals. Social awareness tasks supported the development and maintenance of a collaborative environment through monitoring and evaluating collaboration behavior. This study investigated the interrelation between cognitive and social awareness across the semester. Results revealed that students’ domain-specific skills impacted their collaboration self-efficacy and peer-rated collaboration performance. Further, groups’ collaboration behavior predicted their perceptions of collaboration and product quality during each project. Groups’ project planning and monitoring performance impacted their overall project performance.

Authors

• Yan Shen, North Carolina State University

• Dan Spencer, North Carolina State University

• Kai Presler-Marshall, North Carolina State University

• Christopher Parnin, North Carolina State University

• Chris Willis, North Carolina State University

• Sarah Heckman, North Carolina State University