SELF-REGULATION OF LEARNING AND PERFORMANCE IN COMPUTER-SUPPORTED COLLABORATIVE LEARNING ENVIRONMENTS

This chapter begins by introducing four key concepts: regulation, social interaction, collective cognitive responsibility, and coordination. Next, it surveys the research on group awareness tools (GATs) and representational guidance. The main difference between the two is that awareness tools support regulation by providing information in addition to whatever representations and tools are provided for getting the task done, whereas support through representational guidance is integrated into the objects that are used for problem solving and learning; group awareness tools are display-centric, whereas representational guidance is object-centric. This chapter looks at Computer-Supported Collaborative Learning (CSCL) research from the perspective of support technology that can help a group of students to regulate their learning. Investigations that would help to offer improved tools in CSCL settings include exploring sequences of social regulatory processes, especially coordination and self-organization during a CSCL task, understanding their relationship to individual and group performance, and, moreover, analyzing the learning processes supported by specific kinds of CSCL tools.