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|Title:||Do all Roads Lead to Rome? An Expert Study to Assess the Immediacy of Strategies to Regulate Collaborative Learning|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Fett, K., Greisel, M., Dresel, M., & Kollar, I. (2021). Do all Roads Lead to Rome? An Expert Study to Assess the Immediacy of Strategies to Regulate Collaborative Learning . In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 201-204). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||When students work collaboratively, a wide range of different comprehension-related, motivational-affective, coordination- and resource-related problems may arise. To learn and collaborate effectively, these problems need to be regulated with the help of appropriate strategies. Different regulation strategies can however be differently immediate for the solution of different problems. By aid of an online questionnaire, we therefore asked N = 71 international experts from research on Computer-Supported Collaborative Learning (CSCL) to assess for individual problem types to what extent they felt that different regulatory strategies would be immediately effective or not. As a result of the analysis of the respective median for the individual strategies, it became apparent that, according to the experts, primarily but not exclusively comprehension problems should be regulated with cognitive strategies, coordination problems with metacognitive strategies, motivation problems with motivational strategies and resource problems with resource-oriented strategies. This has important implications for the design of interventions designed to support groups to effectively regulate their collaborative learning processes.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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