In wiki-supported ESL literature circles, the high-performing group engaged in content regulation through cognitive activities while the low-performing group used only self-regulation of content.¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students were able to engage in social regulation but struggled with content regulation in wiki-supported second-language learning groups. → Sten Ludvigsen 2018 q3 i? The high-performing group showed more advanced bidirectional patterns between different forms of regulation, while the low-performing group relied only on self-regulation when working with content. → Sten Ludvigsen 2018 (2)

Evidence¶

Sten Ludvigsen 2018¶

Sten Ludvigsen, Ulrike Cress, Nancy Law, Gerry Stahl, Carolyn P. Rosé. (2018). Multiple forms of regulation and coordination across levels in educational settings. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-018-9274-1

q3 · i? · associational · r1

A 16-week study of 60 Chinese college students studying English as a Second Language in wiki-supported literature circles, analyzed with sequential analysis of chat-log data using coding schemes for social intentionality, regulation processes, and emotions. "The high-performing group was able to participate in content regulation through cognitive activities."

"The results show that students are able to participate in groups and engage in social regulation, but that they struggle with content regulation. The high-performing group was able to participate in content regulation through cognitive activities, including checking, elaborating on, revising, and improving the responses of other group members."

Sten Ludvigsen 2018 (2)¶

Sten Ludvigsen, Ulrike Cress, Nancy Law, Gerry Stahl, Carolyn P. Rosé. (2018). Multiple forms of regulation and coordination across levels in educational settings. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-018-9274-1

q3 · i? · associational · r1

Sequential analysis of chat-log data from the same 16-week ESL wiki study contrasted regulation patterns between performance groups. "The low-performing group used only self-regulation when working with the content" while the high-performing group showed bidirectional regulation patterns.

"The high-performing group had more advanced bidirectional patterns between different forms of regulation. The low-performing group used only self-regulation when working with the content."

Discussion¶

Related Claims¶

• Script-supported groups mainly engaged in accepted intra-group metacognitive interaction, with co-constructed interaction infrequent and highly variable between groups — related