Internal and External Regulation to Support Knowledge Construction and Convergence in Computer Supported Collaborative Learning (CSCL)

Abstract Computer Supported Collaborative Learning (CSCL) activities aim to promote col-laborative knowledge construction and convergence. During the CSCL activity, the students should regulate their learning activity, at the individual and collective level. This implies an organisation cost related to the coordination of the activity with the team-mates and the inter-nal and external regulation of this activity. Therefore, we consider a knowledge perspective and an organisation load perspective in the execution of the CSCL activities. We assume the time and efforts spent in the organisation are not spent in the knowledge construction and convergence process. Nevetheless, we assume that in CSCL activities a certain level of or-ganisation is a requirement for the knowledge construction and convergence process. The students’ organisation load depends on the level of the scripting of the CSCL activities. A highly scripted activity implies a high level of external organisation and a lower level of self and co-organisation. When the CSCL activity has a low level of external regulation, the stu-dents’ requires a higher level of self and group organisation. CSCL approaches could then imply a high transactive cost in terms of organization that could reduce the time and efforts the students could devote to the knowledge construction and convergence process. In this pa-per, we analyse the impact of the organisation in the knowledge construction and convergence through a critical revision of the CSCL literature.

[1]  Patrick Jermann,et al.  Designing Integrative Scripts , 2007 .

[2]  Pierre Tchounikine Directions to Acknowledge Learners' Self-organization in CSCL Macro-scripts , 2007, CRIWG.

[3]  Jacob E. Bardram Collaboration, Coordination and Computer Support: An Activity Theoretical Approach to the Design of Computer Supported Cooperative Work. Ph.D. Thesis , 1998 .

[4]  Daniel C. Moos,et al.  Self-regulated learning with hypermedia : The role of prior domain knowledge , 2008 .

[5]  Gerry Stahl,et al.  Meaning making in CSCL: conditions and preconditions for cognitive processes by groups , 2007, CSCL.

[6]  Pierre Dillenbourg,et al.  The Evolution of Research on Computer-Supported Collaborative Learning , 2009 .

[7]  Gerry Stahl,et al.  Collaborative information environments to support knowledge construction by communities , 2000, AI & SOCIETY.

[8]  Wendy Drexler,et al.  The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy , 2010 .

[9]  Edythe Johnson Holubec,et al.  Cooperation in the Classroom , 1993 .

[10]  Richard E. Mayer,et al.  The Teaching of Learning Strategies. , 1983 .

[11]  R. Bromme 6. Beyond One's Own Perspective: The Psychology of Cognitive Interdisciplinarity , 2000 .

[12]  P. Alexander The Development of Expertise: The Journey From Acclimation to Proficiency , 2003 .

[13]  Timothy Koschmann,et al.  Cscl : Theory and Practice of An Emerging Paradigm , 1996 .

[14]  Gerry Stahl,et al.  The joint organization of interaction within a multimodal CSCL medium , 2009, Int. J. Comput. Support. Collab. Learn..

[15]  Margarida Romero,et al.  Gestion du temps dans les activités projet médiatisées à distance , 2010 .

[16]  Alejandra Martínez-Monés,et al.  From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning , 2005, Int. J. Artif. Intell. Educ..

[17]  Philip H. Winne,et al.  A METACOGNITIVE VIEW OF INDIVIDUAL DIFFERENCES IN SELF-REGULATED LEARNING , 1996 .

[18]  Peter Reimann,et al.  Time is precious: Variable- and event-centred approaches to process analysis in CSCL research , 2009, Int. J. Comput. Support. Collab. Learn..

[19]  Montserrat Castelló,et al.  Towards Self-regulated Academic Writing: an exploratory study with graduate students in a situated learning environment , 2017 .

[20]  Sanna Järvelä,et al.  Motivation in Real-Life, Dynamic, and Interactive Learning Environments: Stretching Constructs and Methodologies , 2004 .

[21]  Heinz Mandl,et al.  Knowledge Convergence in Computer-Supported Collaborative Learning: The Role of External Representation Tools , 2005 .

[22]  Gerry Stahl,et al.  Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology) , 2006 .

[23]  L. Thompson,et al.  Socially Shared Cognition, Affect, and Behavior: A Review and Integration , 1999, Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc.

[24]  J. Roschelle Learning by Collaborating: Convergent Conceptual Change , 1992 .

[25]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[26]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[27]  H. V. D. Meijden Knowledge construction through CSCL : student elaborations in synchronous, asynchronous, and three-dimensional learning environments , 2005 .

[28]  M. Vauras,et al.  Social Interaction - What Can It Tell Us about Metacognition and Coregulation in Learning? , 2005 .

[29]  Päivi Häkkinen,et al.  Mechanisms of common ground in case-based web discussions in teacher education , 2002, Internet High. Educ..

[30]  Michelene T. H. Chi,et al.  Knowledge convergence and collaborative learning , 2007 .

[31]  Roy D. Pea,et al.  The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity , 2004, The Journal of the Learning Sciences.

[32]  S. Volet,et al.  High-Level Co-Regulation in Collaborative Learning: How Does It Emerge and How Is It Sustained?. , 2009 .

[33]  Roger Azevedo,et al.  Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning? , 2009 .

[34]  M. Boekaerts Self-Regulated Learning. , 1999 .

[35]  Franz Emanuel Weinert,et al.  Quality of instruction and achievement outcomes , 1989 .

[36]  M. Vauras,et al.  SHARED-REGULATION AND MOTIVATION OF COLLABORATING PEERS: A CASE ANALYSIS , 2003 .

[37]  Christof Wecker,et al.  Fading scripts in computer-supported collaborative learning: the role of distributed monitoring , 2007, CSCL.

[38]  F. Fischer,et al.  Fostering collaborative knowledge construction with visualization tools , 2002 .

[39]  Michael J. Baker,et al.  The role of grounding in collaborative learning tasks , 1999 .

[40]  Pierre Dillenbourg,et al.  The mechanics of CSCL macro scripts , 2008, Int. J. Comput. Support. Collab. Learn..

[41]  André Tricot,et al.  Analyzing Learners' Self-organization in Terms of Co-construction, Co-operation and Co-ordination , 2008, Intelligent Tutoring Systems.

[42]  Jan-Willem Strijbos,et al.  Emerging and scripted roles in computer-supported collaborative learning , 2010, Comput. Hum. Behav..

[43]  Clarence A. Ellis,et al.  Groupware: some issues and experiences , 1991, CACM.

[44]  Pierre Dillenbourg,et al.  Over-scripting CSCL: The risks of blending collaborative learning with instructional design , 2002 .

[45]  Frank Fischer,et al.  Scripting Computer-Supported Collaborative Learning : cognitive, computational, and educational perspectives , 2007 .

[46]  B. Zimmerman A social cognitive view of self-regulated academic learning. , 1989 .

[47]  P. Dillenbourg What do you mean by collaborative learning , 1999 .

[48]  Fred Paas,et al.  Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency , 2009, Comput. Hum. Behav..

[49]  P. Pintrich,et al.  Handbook of self-regulation , 2000 .

[50]  Stephanie D. Teasley,et al.  Cognitive convergence in collaborative learning , 2008, ICLS.

[51]  Pierre Dillenbourg,et al.  Elaborating new arguments through a CSCL scenario , 2003 .

[52]  William Ickes,et al.  "Social" Cognition and Social Cognition , 1994 .

[53]  David W. Johnson,et al.  AN OVERVIEW OF COOPERATIVE LEARNING , 2002 .

[54]  F. Fischer,et al.  Knowledge convergence in collaborative learning: Concepts and assessment , 2007 .

[55]  H. H. Clark,et al.  Common ground at the understanding of demonstrative reference , 1983 .