A collaborative script embedding solitary reading between planning and review episodes shaped a group's regulative activity, but only low-level regulation¶

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? Embedding the regulation of a private reading task in a collaborative script was reported to be effective in shaping the group's regulative activity, though only at a low level. → 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 reports, on the Kielstra et al. study in the Special Issue, that scripting solitary reading between collaborative planning and review episodes shaped regulative activity, 'although only “low-level” regulation'; no effect size is reported.

"Such scripting is reported here to be effective in shaping a group’s regulative activity, although only “low-level” regulation."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• The 'Y-read?' collaboration script elicited mainly low-level metacognitive regulation during pre- and post-task discussions, with deep-level activities rare — possibly the same claim (merge candidate)
• Script-supported groups mainly engaged in accepted intra-group metacognitive interaction, with co-constructed interaction infrequent and highly variable between groups — related
• With a scripted collaboration designed to elicit metacognition, deep-level metacognitive regulation stays rare and students mostly accept rather than co-construct or share regulation — possibly the same claim (merge candidate)
• Shared and co-constructed intra-group interaction were significantly correlated with deep-level metacognitive activities during pre-task regulation — related
• Both adaptable and non-adaptable collaboration scripts decreased student planning, while planning increased in the non-scripted condition — related