Please use this identifier to cite or link to this item:
Title: How Socio-Cognitive Information Affects Individual Study Decisions
Authors: Schnaubert, Lenka
Bodemer, Daniel
Issue Date: Jul-2016
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

Files in This Item:
File SizeFormat 
37.pdf338.15 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.