Regulating GA proceeds via metacognitive monitoring of adequacy and accuracy plus control through outward- and inward-oriented strategies¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Learners can monitor their GA against task-specific standards for level and accuracy, and when they find GA inadequate they may deploy outward-oriented strategies (observing, questioning, accessing tools) or inward-oriented strategies (searching long-term memory, applying heuristics) to reach adequate GA. → Lenka Schnaubert 2022

Evidence¶

Lenka Schnaubert 2022¶

Lenka Schnaubert, Daniel Bodemer. (2022). Group awareness and regulation in computer-supported collaborative learning. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09361-1

q1 · i? · theoretical · r3

A theoretical argument from the article's metacognitive modeling of GA regulation, applying Nelson and Narens-style monitoring and control to partner-related cognitions. The same section describes outward-oriented strategies such as "asking the learning partner or group a direct question" and inward-oriented strategies such as searching long-term memory.

"when learners find their GA to be inadequate, they may control their GA-related cognitive processes and behaviors by initiating, continuing or adapting strategies in order to gain an adequate level and accuracy of GA or alternatively terminating said strategies when satisfied"

Discussion¶

Related Claims¶

• Schnaubert and Bodemer propose a six-part framework of defining aspects of group awareness for regulating joint activity — related
• Monitoring accuracy predicts comprehension-based regulation accuracy, and cue availability also has an indirect effect on regulation accuracy via monitoring accuracy — related
• Metacognitive strategy instruction, which includes comprehension monitoring, improves academic performance by a medium amount, and in one non-randomised study comprehension-monitoring training raised low achievers' reading scores — a broader claim this one bears on
• Self Assessment Improves Self Regulated Learning — a broader claim this one bears on
• Training metacognitive self-regulation (self-testing plus selective restudy) produced greater paired-associate learning improvements in older adults than traditional encoding-strategy training when study was self-paced — related
• Forming and maintaining group awareness strains working memory during collaborative learning — related
• GA accuracy — alignment of perceived group cognitions with actual group characteristics — is a research target whose role is not confirmed and awaits direct measurement — related