Instruction combining communication rules (RIDE) and a hypothesis tool (CHT) increases team regulation in computer-supported collaborative inquiry, and team regulation relates to learning outcomes only in that combined condition¶

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? Students receiving both RIDE instruction and the Collaborative Hypothesis Tool engage in more team regulation than control students, and team regulation activities are related to learning outcomes in the RIDE/CHT condition. → 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? · review · r2

Study of 48 dyads of 10th grade students (15–17 year-old) using a computer simulation (Collisions) and chat tools across three conditions (RIDE only, RIDE plus CHT, control). The review reports that students who receive both RIDE and CHT "engage in more team regulation" and that team regulation relates to outcomes only in that condition.

"The results indicate that students employ more team regulation than task regulation; moreover, students who receive both RIDE and CHT engage in more team regulation, and team regulation activities are related to learning outcomes in the condition with both RIDE and CHT."

Discussion¶

Related Claims¶

• RIDE communication instruction and RIDE plus CHT both increase team regulation relative to no support — related
• Team regulation correlates positively with learning results only in the CHT condition — reports the opposite
• In collaborative inquiry learning, dyads use more team regulation than task regulation in all support conditions — related
• Provided support does not influence task regulation between conditions — related
• Support conditions did not differ from control in learning scores within the environment — related
• Instruction about collaboration rules alone has limited utility; explicit scaffolding via joint reflection tools during collaboration adds unique value — a broader claim this one bears on
• Instruction plus the reflection tool improved vocational students' actual collaborative chat behavior compared with control, but instruction alone did not demonstrate any desired collaborative behaviors more often than control — related
• Teams receiving part-task congruent representational tools (causal then simulation) outperformed teams with partly matched or mismatched tools on a complex business-economics learning task — related
• RIDE instruction shows no direct effect on discovery learning results (SWLE or domain knowledge posttest) — related
• RIDE instruction increases some transformative discovery activities and overall regulative discovery activity, with effects limited to specific activities — related
• Both regulation of task performance and regulation of the collaboration process are important for effective CSCL — related