Scaffold co-regulation with collaboration scripts or group awareness tools that elicit and display individual problems¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because students reported comparatively few strategies at the co-level, the authors recommend scaffolding co-regulation of others' learning problems. Collaboration scripts or group awareness tools "might be designed in a way that elicits (especially comprehension-related) problems of each single member of a group", for example by prompting members to explain what they do not yet understand and by displaying this information to all group members. The goal is to overcome barriers such as not wanting to appear incompetent or exposing fellow members' problems.

Design Implications¶

Context¶

Requirements¶

• Scaffolds must elicit individual members' problems and make them visible to the whole group, e.g. through prompts or shared displays

Constraints¶

• The article notes further research is needed to reveal the causal mechanisms responsible for the low rate of co-regulation observed in the study

Target Learners¶

• university students collaborating in study groups with low external scaffolding

Target Learning Goals¶

• co-regulating fellow group members' motivational and comprehension-related problems during collaborative learning

Affordances¶

• Social Levels Self Co Shared Regulation

Related Strategies¶

Examples¶

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Key Sources¶

• Nadine Melzner · Markus Dresel · Ingo Kollar. (2022). Examining the regulation of motivational and comprehension-related problems during collaborative learning. Metacognition and Learning (2022) 17:813–836. https://doi.org/10.1007/s11409-022-09316-9