Computer-Supported Collaborative Learning - a closer look

In a study conducted by Zheng, Li, and Huang (2017), a socially shared regulated learning (SSRL) embedded collaborative learning tool was developed to enable learners to collectively regulate their learning. In essence, in the study the authors examined the effect of the socially shared regulation approach on learning performance through the use of digital collaborative tasks. This study had a sample size of 66 participants whom were undergraduates. These students ranged in age from 19 to 21 years, were in majority women with only three men participating, and were randomly assigned to two groups: experimental (socially shared regulation approach) and control (non-socially shared regulation approach). In total, there were 11 experimental groups of 3 participants with 11 control groups of the same amount. The collaborative Learning Tasks consisted of the cultivation of abilities related to the psychology course they were taking. The group product was a Word document which was composed of the opinions and solutions to three discussion problems that were posted online. The data was collected with a pre-test, a post-test, and questionnaires of learning achievement, technology acceptance and cognitive load. Additionally, a content analysis was used to analyze the frequency of socially shared regulation behaviors. Experimental groups learned using a CSCL tool that included elements of SSRL, while the control group used the same CSCL tool without the SSRL elements. Finally, eight students were interviewed after the collaborative learning activities. The results indicated that the proposed approach significantly improved participants’ learning achievements, group performance, and socially shared regulation frequency. Moreover, it was found that the socially shared regulation promotes awareness and frequency of collective regulatory behaviors.

This study is relevant to this series given that it supports the previous studies discussed in this series which argue that socially shared regulation has a significant positive effect on collaborative learning. In this study it was observed that the members of the groups assisted each other to regulate their learning, beliefs, motivation, emotions, metacognitions and behaviors collectively. All the research presented in this Series thus far, place importance on the social interactions among peers. However, it would be beneficial to examine the role of an authoritarian figure or leader in a collaborative learning intervention. Perhaps, the leader might be responsible for distributing responsibilities, delegation, evaluation, monitoring processes and providing feedback. Would the presence of a leader affect the learners experience and the shared regulation and collaboration dynamics?

Sources and further readings:

Zheng, L., Li, X., & Huang, R. (2017). The Effect of Socially Shared Regulation Approach on Learning Performance in Computer-Supported Collaborative Learning. Educational Technology & Society, 20 (4), 35–46.