In CSCL history inquiry, regulation of social activities predicts group performance while social activities are negatively related to group performance¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students engage most often in regulation of task-related activities, and regulation of social activities predicts group performance, whereas social activities themselves are negatively related to group performance. → Carol K. K. Chan 2012

Evidence¶

Carol K. K. Chan 2012¶

Carol K. K. Chan. (2012). Co-regulation of learning in computer-supported collaborative learning environments: a discussion. Metacognition and Learning, 7, 63–73. https://doi.org/10.1007/s11409-012-9086-z

q2 · i? · theoretical · r3

Analysis of computer chat logs pooled from three studies in which 101 students in three-person groups worked on a historical inquiry task in the Virtual Collaborative Research Institute; coded activities were examined with factor analyses loading onto four expected factors, with group performance scores as outcomes.

"The results indicate that students engage most often in regulation of task-related activities; and regulation of social activities predicts group performance while social activities are negatively related to group performance."

Discussion¶

Related Claims¶

• Regulation at the dyadic and/or group level is positively related to group performance in CSCL — a broader claim this one bears on
• Performing social activities negatively predicts group performance in CSCL inquiry tasks — possibly the same claim (merge candidate)
• Regulation of social activities positively predicts group performance in CSCL inquiry tasks — a narrower finding that bears on this claim
• Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress — related
• Collaborative activities in CSCL chat cluster into four factors: information discussion, regulation of task-related activities, regulation of social activities, and social activities — related
• Information discussion and regulation of task-related activities did not significantly predict group performance — related
• The four collaborative-activity factors jointly explain almost 50% of the variance in group performance — related
• Regulation of social activities positively affected group performance (Janssen et al.) — related
• Both regulation of task performance and regulation of the collaboration process are important for effective CSCL — related