Promoting co-and self-regulation among young science learners in a computer supported collaborative (CSCL) environment.

Olakanmi, Eunice; Scanlon, Eileen; Blake, Canan and Jones, Ann (2010). Promoting co-and self-regulation among young science learners in a computer supported collaborative (CSCL) environment. In: STELLA workshop on Self-Regulated Learning in Technology Enhanced Learning Environments: Problems and Promises, 1 Oct 2010, Barcelona, Shaker Verlag, pp. 71–85.



Self-regulated learning (SRL) is an active and constructive process whereby learners set goals for their learning, monitor, regulate, and control their cognition and motivation behaviours as well as the contextual features of the learning environment. Self-regulated learning (SRL) helps learners to choose what to learn, determine how long they want to learn, determine how to learn, access relevant instructional materials effectively, as well as assessing their level of comprehension of learning materials (Zimmerman, 1989). Several studies have revealed that self-regulated learning (SRL) variables such as goal setting, monitoring and help seeking have been shown to have significant impact on the learners’ academic performance (Paris & Paris, 2001, Narciss et al. 2007). According to Pintrich & Zusho, (2002), if students regulate their learning effectively, they will definitely achieve their academic goals. Reaching these goals successfully during science learning will lead to greater understanding of the scientific concepts being taught; however, students are not always effective at regulating their learning (Paris & Paris, 2001). Research has shown that students may fail to use self-regulatory skills for many reasons; for example, students may not have prior knowledge or know when to apply certain regulatory strategies during learning processes in order to meet their set goals. Students may also not engage in planning their learning through goals setting as well as monitoring their progress toward the set goals within the learning context. Students may not even know when to seek help from a peer or teacher and finally they may not be motivated about their learning tasks (Azevedo et al., 2003, Narciss et al. 2007). The context of the learning situation within the classroom plays an important role in how students self-regulate their learning behaviours, when they use technology learning tools such as computer supported collaborative learning (CSCL) environment.

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