Socio-Emotional Regulation in Knowledge Building Mediated by CSCL Reflection

Abstract

There are few studies focused on supporting socio-emotional regulation in knowledge building contexts, so we designed a project-based learning environment that supports socio-emotional regulation. Fifty first-year university students participated in the project, using Knowledge Forum (KF) as a digital portfolio to collaboratively reflect on face-to-face activities. Metacognitive prompts were provided through KF’s scaffold function to facilitate reflection, especially on socio-emotional aspects. Our analyses revealed that not all students fully regulated socio-emotional challenges encountered through experiencing collaboration in the environment. Moreover, in the case studies, we found that students who attempted to maintain idea diversity to rise above the ideas of individual group members tended to resolve socio-emotional challenges, while others tried to proceed with tasks through avoiding both consolidating ideas and regulating socio-emotional challenges. These findings imply that in addition to socio-emotional supports, epistemic supports are necessary to facilitate socio-emotional regulation.