Please use this identifier to cite or link to this item:
|Title:||Socio-Emotional Regulation in Knowledge Building Mediated by CSCL Reflection|
|Authors:||Splichal, Jin Michael|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Splichal, J. M., Oshima, J., & Oshima, R. (2018). Socio-Emotional Regulation in Knowledge Building Mediated by CSCL Reflection. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.|
|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.|
|Appears in Collections:||ICLS 2018|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.