Regulation of collaboration in project-based learning mediated by CSCL scripting reflection
Regulation of collaboration in project-based learning mediated by CSCL scripting reflection
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DOI：
10.1016/j.compedu.2018.06.003
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发表时间：
2018-10
期刊：
影响因子：
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通讯作者：
Jin Michael Splichal;J. Oshima;Ritsuko Oshima
中科院分区：
文献类型：
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作者：
Jin Michael Splichal;J. Oshima;Ritsuko Oshima
许多研究试图有效地支持学生的合作使用CSCL工具，以丰富学习成果的监管。然而，很少有研究的目的是促进发展的学生的内部脚本的合作。本研究的重点是开发和评估一个以计算机为媒介的学习环境，以项目为基础的学习，以促进学生的内部脚本的监管，通过设计有效的反思外部脚本。48名一年级大学生参加了这项研究，作为他们课程的一部分。我们的内部脚本之前和之后的PBL参与分析显示，显着更多的学生谁遇到了一个不熟悉的情况下，在合作构建新的监管脚本。此外，在案例研究中，我们发现，学生增强了他们的脚本社会共享的监管时，认识到社会认知的挑战，而他们增强了共同监管和自我监管脚本时，认识到社会情绪的挑战。
Many studies attempt to effectively support student regulation of collaboration using CSCL tools to enrich learning outcomes. However, few studies are aimed at facilitating development of students' internal scripts for regulation of collaboration. This study focuses on developing and evaluating a computer-mediated learning environment for project-based learning to facilitate student internal scripts for regulation by designing external scripts for effective reflection. Forty-eight first-year university students participated in this study as part of their curriculum. Our analyses of their internal scripts before and after PBL participation revealed that significantly more students who encountered an unfamiliar situation during collaboration constructed new regulation scripts. Moreover, in case studies, we found that students augmented their scripts for socially shared regulation when recognizing socio-cognitive challenges, whereas they augmented co-regulation and self-regulation scripts when recognizing socio-emotional challenges.