During collaborative learning, low and high cognition have remarkably long lasting (6 lags) positive effects on themselves, planning induces low cognition which sparks high cognition, and scaffolding does not alter these sequences¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Molenaar and Chiu (2014) found remarkably long lasting (6 lags) positive effects of both low and high cognition on itself; planning, monitoring and evaluation immediately aided low cognition, while planning and evaluation supported high cognition with a lag of 2 or 3 events, and orientation reduced the likelihood of high cognition. → Inge Molenaar & Sanna Järvelä 2014 q2 i? A reoccurring sequence suggested the facilitating role of planning in transitions between low and high cognition: planning induced low cognition which then sparked high cognition. → Inge Molenaar & Sanna Järvelä 2014 q2 i0 Scaffolding was related to high cognition but did not alter the sequences found among the learning activities. → Inge Molenaar & Sanna Järvelä 2014

Evidence¶

Inge Molenaar & Sanna Järvelä 2014¶

Inge Molenaar & Sanna Järvelä. (2014). Sequential and temporal characteristics of self and socially regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-014-9114-2

q2 · i? · associational · r1

Statistical discourse analysis combined with content analysis and discourse analysis of discourse data from primary school children collaborating for 6 h in the computer based learning environment Ontdeknet, modeling sequential relations among cognitive, metacognitive and relational activities.

"Results indicated that there were remarkably long lasting (6 lags) positive effects of both low and high cognition on itself."

Discussion¶

Related Claims¶

• The field lacks micro-level S-SRL theory and methodological guidelines, and studies have not connected temporal/sequential characteristics to learning gains — related
• Statistical discourse analysis of collaborative learning shows metacognitive planning organizes subsequent cognitive activity while relational activities help enact it — possibly the same claim (merge candidate)
• Scaffolded conditions in Betty's Brain showed scaffolding-induced strategy use within the scaffolding time window although the three conditions did not differ in learning gains — related
• Metacognitive scaffolding did not significantly affect group performance of collaborating triads, though the effect size indicated a small to medium positive effect — related
• Providing cognitive and metacognitive group awareness information did not have the expected impact on learning outcomes despite knowledge and confidence gains — related
• Personalized scaffolds increased frequencies of high cognition and monitoring relative to control, but learning outcomes did not differ between conditions. — related