A regulation macro script structured collaboration to support socio-cognitive and socio-emotional monitoring among teacher-education students¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
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? In an exploratory study during a six week environmental-science course, a macro script was used to structure activity so that socio-cognitive and socio-emotional monitoring processes could be scaffolded during discussions of varying activity levels. → Carolyn P. Rosé 2017
q1 i? Results differed by phase of the activity in the temporal analysis of monitoring behaviors, and relationships between social and cognitive variables were investigated. → Carolyn P. Rosé 2017
Evidence¶
Carolyn P. Rosé 2017¶
Carolyn P. Rosé, Sten Ludvigsen, Nancy Law, Ulrike Cress & Gerry Stahl. (2017). Divisive or facilitative: The two faces of technology in CSCL. International Journal of Computer-Supported Collaborative Learning, 12:215–220. https://doi.org/10.1007/s11412-017-9265-7
q2 · i? · design · r2
The editorial describes Näykki et al.'s exploratory study: video segmented and coded in 30-s segments with a reliable scheme, producing visual time-series maps of monitoring behaviors analyzed alongside qualitative observation. The intervention aimed to increase awareness of the learning processes of self and other.
"presents an exploratory study of regulation in groups of teacher-education students whose collaborative learning was supported by a script designed to support regulation during a six week environmental-science course."
Discussion¶
Related Claims¶
- Teachers spent most CSCL class time on task management, content knowledge, technical support and observing, with minimal socio-emotional support
- Macro scripts disturb a team's natural convergence and increase required interaction intensity — related
- Teacher orchestration of collaborative-learning scripts is at least as important as the quality of the script design itself — related
- Macro scripts foster knowledge-productive interactions: argumentation, explanations and mutual regulation — related
- Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress — related
- In Experiment 1, self-regulation skills significantly predicted socio-discursive MAS only in the adaptable CSCL script condition — related
- 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 — related
- Classroom-level teacher structure is linked with students' behavioral, cognitive and emotional engagement in language classes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
regulation-macro-script-monitoring-support |
title |
A regulation macro script structured collaboration to support socio-cognitive and socio-emotional monitoring among teacher-education students |
description |
A regulation macro script structured collaboration to support socio-cognitive and socio-emotional monitoring among teacher-education students |
status |
review |
evidence_strength |
weak |
newest_evidence |
2017 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — carolyn-p-rosé-2017 |
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