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How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?
Metacognition and Learning ( IF 2.704 ) Pub Date : 2020-05-06 , DOI: 10.1007/s11409-020-09224-w
Márta Sobocinski , Sanna Järvelä , Jonna Malmberg , Muhterem Dindar , Antti Isosalo , Kai Noponen

In collaborative learning situations, monitoring is needed to maintain common progress toward shared goals. The present study aimed to analyze group-level monitoring events, as well as groups’ reactions to these events, to identify instances of adaptive regulation and maladaptive behavior. Three dimensions of monitoring events were qualitatively coded from video data: the monitoring target, valence, and phase, which provided insight into identifying critical moments during the collaborative process when regulation is needed. By looking at what kind of monitoring the groups engaged in, and how the groups progressed after the need for regulation arose, different types of adaptive regulation and maladaptive behavior were distinguished. In addition, group-level physiological state transitions in the heart rate were explored to see whether changes in regulation (adaptive regulation and maladaptive behavior) were reflected in the state transitions. Nine groups of three students each participated in a collaborative exam for an advanced high school physics course, during which video and heart rate data were collected. The results showed that on-track sequences were the most common, followed by adaptive sequences. The temporality of these sequences was examined, and four categories of group progress are described with case examples. A correlation analysis showed that physiological state transitions were positively correlated with on-track sequences. The opportunities and limitations of using three dimensions of monitoring and heart-rate based physiological state transitions to study adaptive regulation are discussed.

中文翻译:

监控如何为协作学习中的适应性调节或适应不良行为奠定基础?

在协作学习情况下,需要进行监视以保持朝着共同目标的共同进步。本研究旨在分析群体水平的监测事件以及群体对这些事件的反应,以确定适应性调节和适应不良行为的实例。监视事件的三个​​维度从视频数据进行了定性编码:监视目标,化合价和阶段,这有助于洞悉需要协作的协作过程中的关键时刻。通过查看小组进行什么样的监视,以及在出现监管需求后小组如何发展,可以区分出不同类型的适应性监管和适应不良行为。此外,探索了心率的组水平生理状态转变,以查看状态转变是否反映了调节的变化(适应性调节和适应不良行为)。九组,每组三名学生,每人参加了一项高级中学物理课程的合作考试,在此期间收集了视频和心率数据。结果表明,在轨序列是最常见的,其次是自适应序列。检查了这些序列的时间性,并通过案例举例说明了四类小组进度。相关分析表明,生理状态转变与轨道上的序列正相关。
更新日期:2020-05-06
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