Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2015: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Planning the task (19.51% of messages) and monitoring task progress (14.03%) were the most frequent task-regulation activities; the single most frequent coded activity was reaching and maintaining shared understanding (21.28%), a social activity. → Janssen 2010
Evidence¶
Janssen 2010¶
Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2010). Task-related and social regulation during online collaborative learning. Metacognition and Learning. doi:10.1007/s11409-010-9061-5
q2 · i? · associational · r2
Descriptive analysis of logged chat from 101 groups of secondary students (310 students, aged 15–18) collaborating on history inquiry tasks in VCRI across three studies; groups sent on average 923 messages (SD=547). The article reports that groups were "very busy regulating task performance", mostly by planning the task (19.51%) and monitoring task progress (14.03%), and that social activities were also frequent: "over 20% of all messages" went to reaching and maintaining shared understanding (21.28% in its Table 2), the most frequent single category.
"During the inquiry task, groups are very busy regulating task performance. Mostly by planning the task (19.51%) and monitoring task progress (14.03%)."
Discussion¶
Related Claims¶
- Regulation at the dyadic and/or group level is positively related to group performance in CSCL
- Scenarios depict AI systems monitoring and scaffolding students' socially shared regulation of learning during collaborative lessons — related
- In CSCL history inquiry, regulation of social activities predicts group performance while social activities are negatively related to group performance — related
- RIDE communication instruction and RIDE plus CHT both increase team regulation relative to no support — related
- Performing social activities negatively predicts group performance in CSCL inquiry tasks — related
- Regulation of social activities positively predicts group performance in CSCL inquiry tasks — related
- A regulation macro script structured collaboration to support socio-cognitive and socio-emotional monitoring among teacher-education students — related
- Both regulation of task performance and regulation of the collaboration process are important for effective CSCL — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cscl-groups-mostly-regulate-task-performance |
title |
Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress |
description |
Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
source_checked |
2026-10-20 |
recheck_by |
2015 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — janssen-2010 |
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