University of Twente Student Theses
Analyzing Socially Shared Regulation of Learning in a Computer Supported Collaborative Learning setting
Shariati, Shadi (2024) Analyzing Socially Shared Regulation of Learning in a Computer Supported Collaborative Learning setting.
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| Full Text Status: | Access to this publication is restricted |
| Embargo date: | 1 October 2026 |
| Abstract: | Computer-supported collaborative learning (CSCL) has been paid more and more attention to in recent years. Despite the potential of CSCL contexts to enhance learning outcomes, challenges might still arise regarding cognitive, metacognitive, behavioral and motivational aspects of learning. To acquire knowledge through online collaborative learning, these aspects should be collectively regulated, a process known as Socially Shared Regulation of Learning (SSRL). Given that SSRL seems to be an essential skill for effective CSCL and that students often struggle to engage in SSRL within CSCL environments, researchers have emphasized the need for a deeper investigation on how groups regulate and engage in SSRL the context of CSCL. To effectively understand SSRL in CSCL environments, it is crucial to investigate how SSRL manifests and the extent to which students engage in SSRL within an online setting. However, the student’s engagement in SSRL and the manifestation of SSRL through CSCL settings has not yet been widely investigated. Hence, this study aimed to investigate how SSRL manifests during student’s collaboration in an online setting along with the extent of their engagement in SSRL within CSCL context, focusing on both task regulation and group regulation strategies. This was achieved through qualitative analysis of video data of 10 groups (N=29) of university students when working on a collaborative task. The analysis revealed two main findings. First, group members devoted most of their focus on regulating of task-related activities rather than group regulation strategies. Secondly, SSRL is a scarce process in an online setting. Consequently, this study supports the findings that SSRL needs to be supported in an online setting. Future research should attempt to focus on the ways to effectively support the development of SSRL in CSCL contexts. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/104516 |
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