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|Title:||How Socio-Cognitive Information Affects Individual Study Decisions|
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Schnaubert, L. & Bodemer, D. (2016). How Socio-Cognitive Information Affects Individual Study Decisions In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.|
|Abstract:||Metacognitive self-regulation theories assume that individual monitoring guides study decisions. However, self-regulated online learning is not done in isolation and inherently social. Group awareness research suggests that socio-cognitive information may be a strong asset to collaborative and individual learning. Integrating individual research traditions into a social setting, our experimental study (N = 61) investigates how visualizing socio-cognitive information influences core individual learning processes, especially the search for information, the learners’ self-evaluations of knowledge and learning outcomes. While on the surface study behaviour seemed not to be affected by the availability of socio-cognitive information, more profound analyses revealed that learners provided with partner information did rely less heavily on initial self-evaluations, but adapted their evaluations and focused more on the partner information provided. Knowledge gain was not affected. In conclusion, social context can be an important factor in self-regulation emphasizing that individual and collaborative research traditions may complement each other.|
|Appears in Collections:||ICLS 2016|
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