当前位置: X-MOL 学术Intern. J. Comput.-Support. Collab. Learn. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use.
International Journal of Computer-Supported Collaborative Learning ( IF 5.611 ) Pub Date : 2020-07-01 , DOI: 10.1007/s11412-020-09323-5
Nadine Melzner 1 , Martin Greisel 2 , Markus Dresel 2 , Ingo Kollar 2
Affiliation  

Very often, university students deliberately form self-organized study groups, e.g. to study collaboratively for an upcoming exam. Yet, very little is known about what regulation problems such self-organized study groups encounter during their learning process and how they try to cope with these problems. Therefore, this study investigates how completely self-organized groups (i.e., non-guided groups outside the classroom that form without external impulse) regulate their collaborative learning process when faced with different kinds of regulation problems. More specifically, we tested the hypotheses that members of self-organized study groups are more satisfied with their group learning experience (a) the more homogeneous their problem perceptions are within their group, (b) the more they apply immediate (rather than non-immediate) strategies to remedy their regulation problems, and (c) the more frequently they apply regulation strategies. In a longitudinal study, N = 122 students, voluntarily studying for their exams in N = 52 groups, were asked to indicate the types of problems they experienced, the types of strategies they used to tackle those problems, and their satisfaction with their group learning experience after each of their self-organized study meetings. Hierarchical linear modeling confirmed all hypotheses. Qualitative analysis of two selected groups’ self-reported situational data provided additional insights about the mechanisms that may have contributed to the results. Our study provides important directions for future research, including the recommendation to identify the processes by which groups (a) can reach homogeneity of problem perceptions and (b) coordinate the choice of appropriate strategies within the group.

中文翻译:

调节自组织协作学习:同质问题感知、即时性和策略使用强度的重要性。

很多时候,大学生会故意组建自组织的学习小组,例如为即将到来的考试合作学习。然而,对于这些自组织学习小组在学习过程中遇到的监管问题以及他们如何应对这些问题,我们知之甚少。因此,本研究调查了完全自组织的团体(即在没有外部冲动的情况下形成的课外非指导性团体)在面对不同类型的调节问题时如何调节他们的协作学习过程。更具体地说,我们测试了以下假设:自组织学习小组的成员对他们的小组学习体验更满意(a)他们的问题感知在他们的小组内越同质,(b) 他们越多地采用即时(而非非即时)策略来解决监管问题,以及 (c) 他们越频繁地采用监管策略。在一项纵向研究中,N = 122 名学生在N = 52 个小组 中自愿参加考试,他们 被要求说明他们遇到的问题类型、他们用来解决这些问题的策略类型以及他们在每次学习后对小组学习体验的满意度。自组织学习会议。分层线性模型证实了所有假设。对两个选定组的自我报告情况数据的定性分析提供了关于可能促成结果的机制的额外见解。我们的研究为未来的研究提供了重要的方向,包括建议确定组(a)可以达到问题感知的同质性和(b)在组内协调选择适当策略的过程。
更新日期:2020-07-01
down
wechat
bug