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Effects of Scaffoldings for Self-Regulated Learning and Socially Shared Regulation of Learning on Collaborative Learning

Mon, April 16, 4:05 to 5:35pm, Millennium Broadway New York Times Square, Floor: Third Floor, Room 3.11

Abstract

Computer-supported collaborative learning (CSCL) requires both self-regulated learning (SRL) and socially shared regulation of learning (SSRL), but many students have difficulty in the regulation activities. Although previous studies have explored how to support SRL or SSRL with advanced technologies, the effects of scaffoldings for SRL and SSRL were seldom investigated in real contexts. In this study, 89 pre-service teachers collaboratively solved an authentic problem about school bullying in a group of three or four, using a cloud-computing application. This study found that SSRL scaffoldings were beneficial for improving groups’ transactive memory, collaborative learning process, and learning outcomes, whereas SRL scaffoldings were not influential in CSCL. This finding implies that collaborative learning requires group-level regulation beyond individual SRL.

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