With a scripted collaboration designed to elicit metacognition, deep-level metacognitive regulation stays rare and students mostly accept rather than co-construct or share regulation¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Metacognitive regulation can be frequent when learning with a script designed to elicit metacognitive processes, but deep-level utterances remain rare. → Lenka Schnaubert · Freydis Vogel 2022 q2 i? Students mostly accept each other's metacognitive suggestions and much less frequently co-construct or share metacognitive interaction, despite the script. → Lenka Schnaubert · Freydis Vogel 2022

Evidence¶

Lenka Schnaubert · Freydis Vogel 2022¶

Lenka Schnaubert · Freydis Vogel. (2022). Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning. Intern. J. Comput.-Support. Collab. Learn (2022) 17:1–10. https://doi.org/10.1007/s11412-022-09367-9

q2 · i? · qualitative · r?

The editorial reports a four-session study of shared regulation in small groups learning task-oriented reading with a collaboration script assigning roles and supporting planning, execution, and reflection, using conversation analyses with coding schemes. It reports "deep-level metacognitive utterances are rare". No effect size printed.

"This study shows that while metacognitive regulation can be quite frequent when learning with a collaboration script designed to elicit metacognitive processes, deep-level metacognitive utterances are rare, and students mostly accept each other’s suggestions and much less frequently co-construct or share metacognitive interaction – despite the use of the script."

Discussion¶

Related Claims¶

• Script-supported groups mainly engaged in accepted intra-group metacognitive interaction, with co-constructed interaction infrequent and highly variable between groups — possibly the same claim (merge candidate)
• The 'Y-read?' collaboration script elicited mainly low-level metacognitive regulation during pre- and post-task discussions, with deep-level activities rare — possibly the same claim (merge candidate)
• A collaborative script embedding solitary reading between planning and review episodes shaped a group's regulative activity, but only low-level regulation — possibly the same claim (merge candidate)
• Shared and co-constructed intra-group interaction were significantly correlated with deep-level metacognitive activities during pre-task regulation — related
• Regulation tools for collaboration are very rare in educational VRLs, identified in only 8 laboratories, mostly supporting regulation by teachers
• Across the special issue, all four levels of coupling minds correlate with task performance — related
• Approximately half of students' analysed texts showed collaborative learning meeting co-regulation and co-construction descriptors — related