Learner-chosen adaptivity in a collaboration script was feasible as guidance design, but impacted regulatory actions only among students with more advanced self-regulation skills¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the Vogel et al. study, letting learners choose between minimal and maximal detail of guidance was a feasible basis for adaptive scripting, but guidance affected regulatory actions only in students beginning the project with more advanced self-regulation skills. → Charles Crook 2022

Evidence¶

Charles Crook 2022¶

Charles Crook. (2022). CSsCL: the performance of collaborative learning. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09364-y

q2 · i? · theoretical · r3

The commentary summarises the Vogel et al. Special Issue study: learners themselves made the script adaptive by selecting minimal or maximal support detail, and the reported moderator was prior self-regulation skill; no effect size is printed.

"In the end, their notion of learner agency is shown to be a feasible basis for designing adaptive guidance in a collaborative script. But here such guidance only impacted regulatory actions among those students who started the project with more advanced self-regulation skills."

Discussion¶

Learner Variables¶

• Self-Regulation — moderator: an instructional effect differs with it

Related Claims¶

• Self-regulation skills are particularly needed when learning with minimally structured or adaptable collaboration scripts in CSCL — a broader claim this one bears on
• In Experiment 1, self-regulation skills significantly predicted socio-discursive MAS only in the adaptable CSCL script condition — related
• In Experiment 2, actual regulation of adaptable heuristic worked examples showed no significant correlation with self-regulation skills or MAS outcomes — related
• In Experiment 2, self-regulation skills significantly positively predicted domain-specific MAS only in the minimal heuristic worked examples condition — related
• A regulation macro script structured collaboration to support socio-cognitive and socio-emotional monitoring among teacher-education students — related
• In Experiment 1, dyads that more often chose maximum CSCL scaffolding had lower post-test socio-discursive MAS — related
• In Experiment 2, the heuristic worked examples condition significantly affected socio-discursive MAS, with maximal worked examples descriptively best and no significant post-hoc differences — related