Regulation at the dyadic and/or group level is positively related to group performance in CSCL¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the three special-issue studies, regulation at the dyadic and/or group level was positively related to group performance. → Nadira Saab 2012

Evidence¶

Nadira Saab 2012¶

Nadira Saab. (2012). Team regulation, regulation of social activities or co-regulation: Different labels for effective regulation of learning in CSCL. Metacognition Learning. https://doi.org/10.1007/s11409-011-9085-5

q2 · i? · review · r2

The editorial's synthesis of the three special-issue studies reports that all three investigated whether regulative activities affected performance and found "regulation at the dyadic and/or group level was positively related to group performance." No effect sizes are printed in the editorial.

"All studies have investigated whether the use of regulative activities affected performance, and have found that regulation at the dyadic and/or group level was positively related to group performance."

Discussion¶

Related Claims¶

• Visualizing group awareness information strongly impacts dyads' joint regulation of the collaborative process
• Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress
• Team regulation affected group learning results in one condition (Saab et al.) — a narrower finding that bears on this claim
• Regulation of social activities positively affected group performance (Janssen et al.) — a narrower finding that bears on this claim
• Both regulation of task performance and regulation of the collaboration process are important for effective CSCL — a broader claim this one bears on
• Regulation of social activities positively predicts group performance in CSCL inquiry tasks — a narrower finding that bears on this claim
• In CSCL history inquiry, regulation of social activities predicts group performance while social activities are negatively related to group performance — a narrower finding that bears on this claim
• Across the special issue, all four levels of coupling minds correlate with task performance — a narrower finding that bears on this claim
• Providing combined cognitive and behavioral group awareness information positively affects cognitive and behavioral learning processes and outcomes in social media, per the editorial's report of Ollasch et al., but its emotional effects were not consistently positive. — related
• Group awareness support in CSCL shows a moderate significant effect on students' learning performance, per the meta-analysis summarized in this issue (Chen et al.) — related
• Visible real-time gaze feedback improves collaborative-process coordination, especially information pooling, in dyadic knowledge integration tasks — a narrower finding that bears on this claim