Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation
Main Article Content
Abstract
The significance of socially shared metacognitive regulation (SSMR) in collaborative learning is gaining momentum. To date, however, there is still a paucity of research of how SSMR is manifested in asynchronous computer-supported collaborative learning (CSCL), and hardly any systematic investigation of SSMR’s functions and evolution across different phases of complex collaborative learning activities. Furthermore, how individual students influence group regulatory effort is not well known and even less how they participate in SSMR over the entire collaborative learning process. The multi-method, in-depth case study presented in this article addresses these gaps by scrutinizing the participation of a small group of students in SSMR in asynchronous computer supported collaborative inquiry learning. The networked discussion, consisting of 640 notes, was used as baseline data. The sets of notes, which formed nine SSMR threads, were identified and their functions analyzed. Several analytical methods, including social network analysis, were used to investigate various aspects of individual participation. The findings show that some SSMR threads lasted over an extended period, and they sometimes intertwined or overlapped. Furthermore, SSMR threads were found to play different functions, mainly inhibiting the perceived inappropriate direction of the ongoing cognitive process. Finally, SSMR was found in all phases of the process – but with some variation. The use of different analytical methods was critical as this provided a variety of complementary insights into students’ participation in SSMR. The value of using multiple, rigorous analytical methods to understand SSMR’s significance over the entire course of an asynchronous CSCL activity is discussed.
Article Details
How to Cite
Iiskala, T., Volet, S., Lehtinen, E., & Vauras, M. (2015). Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation. Frontline Learning Research, 3(1), 78–111. https://doi.org/10.14786/flr.v3i1.159
Section
Articles
FLR adopts the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND). That is, Copyright for articles published in this journal is retained by the authors with, however, first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
References
Azevedo, R. (2005). Computer environments as metacognitive tools for enhancing learning. Educational Psychologist, 40, 193–197. doi: 10.1207/s15326985ep4004_1
Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning. Metacognition and Learning, 9, 217–228. doi: 10.1007/s11409-014-9123-1
Beers, P. J., Boshuizen H. P. A., Kirschner, P. A., & Gijselaers, W. H. (2007). The analysis of negotiation of common ground in CSCL. Learning and Instruction, 17, 427–435. doi:10.1016/j.learninstruc.2007.04.002
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.
Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions. Psychological and educational considerations (pp. 188–228). Cambridge: University Press.
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In P. H. Mussen (Ed.) & J. H. Flavell & E. M. Markman (Vol. Eds.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 77–166). New York: John Wiley & Sons.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: integrating cognitive theory and classroom practice (pp. 229–270). Cambridge, MA: The MIT Press.
Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: on procedures, principles and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning new environments for education (pp. 289–325). Mahwah, NJ: Lawrence Erlbaum.
Brown, A. L., & DeLoache, J. S. (1983). Metacognitive skills. In M. Donaldson, R. Grieve, & C. Pratt (Eds.), Early childhood development and education (pp. 280–289). New York: Blackwell.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20, 391–409.
doi: 10.1007/s10648-008-9083-6
Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and coregulation. European Psychologist, 13, 277–287.
Efklides, A., Papadaki, M., Papantoniou, G., & Kiosseoglou, G. (1998). Individual differences in feelings of difficulty: The case of school mathematics. European Journal of Psychology of Education, 8, 207–226.
Flavell, J. H., & Miller, P. H. (1998). Social cognition. In W. Damon (Ed.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, Perception, and language (5th ed., pp. 851–898). New York: Wiley & Sons.
Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22, 401–412.
doi:10.1016/j.learninstruc.2012.03.003
Greeno, J. G. (2006). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79–96). New York: Cambridge University Press.
Hadwin, A. L., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York, NY: Routledge.
Hakkarainen, K. (2003). Emergence of progressive-inquiry culture in computer-supported collaborative learning. Learning Environments Research, 6, 199–220.
Hakkarainen, K., & Sintonen, M. (2002). The interrogative model of inquiry and computer-supported collaborative learning. Science & Education, 11, 25–43.
Hogan, K. (2001). Collective metacognition: The interplay of individual, social, and cultural meanings in small groups’ reflective thinking. In F. Columbus (Ed.), Advances in psychology research, 7 (pp. 199–239). Huntington, NY: Nova Science Publishers.
Hurme, T-R., Merenluoto, K., & Järvelä, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: a case study. Educational Research and Evaluation, 15, 503–524.
doi: 10.1080/13803610903444659
Hurme, T.-R., Palonen, T., & Järvelä, S. (2006). Metacognition in joint discussions: An analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics. Metacognition and Learning, 1, 181–200. doi: 10.1007/s11409-006-9792-5
Iiskala, T., Vauras, M., & Lehtinen, E. (2004). Socially-shared metacognition in peer learning. Hellenic Journal of Psychology, 1, 147–178.
Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21, 379–393. doi:10.1016/j.learninstruc.2010.05.002
Järvelä, S., & Hadwin, A. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48, 25–39. doi: 10.1080/00461520.2012.748006
Khosa, D. K., & Volet, S. (2014). Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: Can it explain differences in students’ conceptual understanding? Metacognition and Learning, 9, 287–307. doi: 10.1007/s11409-014-9117-z
Kirschner, P., Strijbos, J-W., Kreins, K., & Beers, P.J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52, 47–66.
Lajoie, S. P.& Lu, J. (2012). Supporting collaboration with technology: Does shared cognition lead to co-regulation in medicine? Metacognition and Learning, 7, 45–62. doi: 10.1007/s11409-011-9077-5
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174.
Lipponen, L., Rahikainen, M., Lallimo, J., & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13, 487–509. doi:10.1016/S0959-4752(02)00042-7
Molenaar, I. (2011). It’s all about metacognitive activities: Computerized scaffolding of self-regulated learning. Doctoral dissertation, University of Amsterdam.
Molenaar, I., & Chiu, M. M. (2014). Dissecting sequences of regulation and cognition: statistical discourse analysis of primary school children’s collaborative learning. Metacognition and Learning, 9, 137–160. doi: 10.1007/s11409-013-9105-8
Molenaar, I., & Järvelä, S. (2014). Sequential and temporal characteristics of self and socially regulated learning. Metacognition and Learning, 9, 75–85. doi: 10.1007/s11409-014-9114-2
Nurmela, K. Lehtinen, E., & Palonen, T. (1999). Evaluating CSCL Log Files by Social Network Analysis. In C. Hoadley & J. Roschelle (Eds.), Computer Support for Collaborative Learning (pp. 434–444). Stanford University: Palo Alto, CA.
Palonen, T., & Hakkarainen, K. (2000). Patterns of interaction in computer-supported learning: a social network analysis. In B. Fishman, & S. O’Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 334–339). Mahwah, NJ: Erlbaum.
Panadero, E., & Järvelä, S. (in press). Reviewing findings on socially shared regulation of learning. European Psychologist.
Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction, 16, 374–387. doi:10.1016/j.learninstruc.2006.07.008
Prinsen, F., Volman, M. L. L., & Terwel, J. (2007). The influence of learner characteristics on degree and type of participation in a CSCL environment. British Journal of Educational Technology, 38, 1037–1055. doi:10.1111/j.1467-8535.2006.00692.x
Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29, 375–415. doi: 10.1080/07370008.2011.607930
Salomon, G. (1994). Differences in patterns: Studying computer enhanced learning environments In S. Vosniadou, E. De Corte, & H. Mandl (Eds.), Technology-based learning environments: Psychological and educational foundations (pp. 79–88). Berlin: Springer-Verlag.
Salomon, G., & Globerson, T. (1989). When teams do not function the way they ought to. Journal of Educational Research, 13, 89–99. doi:10.1016/0883-0355(89)90018-9
Salomon, G., & Perkins, D. N. (1998). Individual and social aspects of learning. Review of Research in Education, 23, 1–24.
Salonen, P., Vauras, M., & Efklides, A. (2005). Social interaction – What can it tell us about metacognition and coregulation in learning? European Psychologist, 10, 199–208.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265–283.
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97–115). New York: Cambridge University Press.
Scott, J. (1991). Social network analysis: a handbook. London: SAGE.
Siegel, S., & Castellan, N. J., Jr. (1988). Nonparametric statistics for the behavioral sciences (2nd ed.). New York: McGraw–Hill Book.
Soller, A., Martinez-Monés, A., Jermann, P., & Muehlenbrock, M. (2005). From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning. International Journal of Artificial Intelligence in Education, 15, 261–290.
Strijbos, J-W., & Stahl, G. (2007). Methodological issues in developing a multi-dimensional coding procedure for small-group chat communication. Learning and Instruction, 17, 394–404. doi:10.1016/j.learninstruc.2007.03.005
Summers, M., & Volet, S.E. (2010). Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports. European Journal of Psychology of Education, 25, 473–492.
doi: 10.1007/s10212-010-0026-5
Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. Computer Supported Collaborative Learning, 1, 315–337. doi: 10.1007/s11412-006-9660-y
Toikkanen, T., & Lipponen, L. (2011). The applicability of social network analysis to the study of networked learning. Interactive Learning Environment, 19, 365–379. doi: 10.1080/10494820903281999
Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., & Lehtinen, E. (2003). Shared-regulation and motivation of collaborating peers: A case analysis. Psychologia: An International Journal of Psychology in the Orient, 46(1), 19–37.
Vauras, M., Salonen, P., & Kinnunen, R. (2008). Influences of group processes and interpersonal regulation on motivation, affect and achievement. In M. Maehr, S. Karabenick, & T. Urdan (Eds.), Social psychological perspective: Vol 15. Advances in motivation and achievement (pp. 275–314). New York, NY: Emerald Group.
Vauras, M., & Volet, S. (2013). The study of interpersonal regulation in learning and its challenge to the research methodology. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 1–13). London: Routledge.
Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs? In C. Artelt & B. Moschner (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 77–99). Berlin: Waxmann.
Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. E. Mayer, & P. A. Alexander, (Eds.), Handbook of research on learning and instruction (pp. 197–218). New York, NY: Routledge.
Veenman, M. V. J., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14, 621–640. doi:10.1016/j.learninstruc.2004.09.004
Volet, S., Vauras, M., Khosa, D., & Iiskala, T. (2013). Metacognitive regulation in collaborative learning: Conceptual developments and methodological contextualizations. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 67–101). New York, NY: Routledge.
Volet, S., Summers, M., & Thurman, J. (2009a). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19, 128–143. doi:10.1016/j.learninstruc.2008.03.001
Volet, S., Vauras, M., & Salonen, P. (2009b). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44, 215–226. doi: 10.1080/00461520903213584
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wasserman, S., & Faust, K. (1994). Social network analysis: methods and applications. New York: Cambridge University Press.
Wertsch, J. W. (1977, May). Metacognition and adult-child interaction. Paper presented at Northwestern University Annual Conference on Learning Disabilities, Evanston, IL. (ERIC Document Reproduction Service No. ED180610).
White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3–118.
Whitebread, D., Bingham, S., Grau, V., Pino Pasternak, D. P., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6, 433–455.
Whitebread, D., Coltman, P., Pino Pasternak, D., Sangster, C., Grau, V., Bingham, S. et al. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4, 63–85. doi: 10.1007/s11409-008-9033-1
Winne, P. H., Hadwin, A., & Perry, N. E. (2013). Metacognition and computer-supported collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O’Donnell (Eds.), The international handbook of collaborative learning (pp. 462–479). New York, NY: Routledge.
Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year old. Educational Technology Research and Development, 55, 117–145.
doi: 10.1007/s11423-006-9019-0
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Design for collective cognitive responsibility in knowledge-building communities. The Journal of the Learning Sciences, 18, 7–44.
doi: 10.1080/10508400802581676
Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning. Metacognition and Learning, 9, 217–228. doi: 10.1007/s11409-014-9123-1
Beers, P. J., Boshuizen H. P. A., Kirschner, P. A., & Gijselaers, W. H. (2007). The analysis of negotiation of common ground in CSCL. Learning and Instruction, 17, 427–435. doi:10.1016/j.learninstruc.2007.04.002
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.
Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions. Psychological and educational considerations (pp. 188–228). Cambridge: University Press.
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In P. H. Mussen (Ed.) & J. H. Flavell & E. M. Markman (Vol. Eds.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 77–166). New York: John Wiley & Sons.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: integrating cognitive theory and classroom practice (pp. 229–270). Cambridge, MA: The MIT Press.
Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: on procedures, principles and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning new environments for education (pp. 289–325). Mahwah, NJ: Lawrence Erlbaum.
Brown, A. L., & DeLoache, J. S. (1983). Metacognitive skills. In M. Donaldson, R. Grieve, & C. Pratt (Eds.), Early childhood development and education (pp. 280–289). New York: Blackwell.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20, 391–409.
doi: 10.1007/s10648-008-9083-6
Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and coregulation. European Psychologist, 13, 277–287.
Efklides, A., Papadaki, M., Papantoniou, G., & Kiosseoglou, G. (1998). Individual differences in feelings of difficulty: The case of school mathematics. European Journal of Psychology of Education, 8, 207–226.
Flavell, J. H., & Miller, P. H. (1998). Social cognition. In W. Damon (Ed.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, Perception, and language (5th ed., pp. 851–898). New York: Wiley & Sons.
Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22, 401–412.
doi:10.1016/j.learninstruc.2012.03.003
Greeno, J. G. (2006). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79–96). New York: Cambridge University Press.
Hadwin, A. L., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York, NY: Routledge.
Hakkarainen, K. (2003). Emergence of progressive-inquiry culture in computer-supported collaborative learning. Learning Environments Research, 6, 199–220.
Hakkarainen, K., & Sintonen, M. (2002). The interrogative model of inquiry and computer-supported collaborative learning. Science & Education, 11, 25–43.
Hogan, K. (2001). Collective metacognition: The interplay of individual, social, and cultural meanings in small groups’ reflective thinking. In F. Columbus (Ed.), Advances in psychology research, 7 (pp. 199–239). Huntington, NY: Nova Science Publishers.
Hurme, T-R., Merenluoto, K., & Järvelä, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: a case study. Educational Research and Evaluation, 15, 503–524.
doi: 10.1080/13803610903444659
Hurme, T.-R., Palonen, T., & Järvelä, S. (2006). Metacognition in joint discussions: An analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics. Metacognition and Learning, 1, 181–200. doi: 10.1007/s11409-006-9792-5
Iiskala, T., Vauras, M., & Lehtinen, E. (2004). Socially-shared metacognition in peer learning. Hellenic Journal of Psychology, 1, 147–178.
Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21, 379–393. doi:10.1016/j.learninstruc.2010.05.002
Järvelä, S., & Hadwin, A. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48, 25–39. doi: 10.1080/00461520.2012.748006
Khosa, D. K., & Volet, S. (2014). Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: Can it explain differences in students’ conceptual understanding? Metacognition and Learning, 9, 287–307. doi: 10.1007/s11409-014-9117-z
Kirschner, P., Strijbos, J-W., Kreins, K., & Beers, P.J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52, 47–66.
Lajoie, S. P.& Lu, J. (2012). Supporting collaboration with technology: Does shared cognition lead to co-regulation in medicine? Metacognition and Learning, 7, 45–62. doi: 10.1007/s11409-011-9077-5
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174.
Lipponen, L., Rahikainen, M., Lallimo, J., & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13, 487–509. doi:10.1016/S0959-4752(02)00042-7
Molenaar, I. (2011). It’s all about metacognitive activities: Computerized scaffolding of self-regulated learning. Doctoral dissertation, University of Amsterdam.
Molenaar, I., & Chiu, M. M. (2014). Dissecting sequences of regulation and cognition: statistical discourse analysis of primary school children’s collaborative learning. Metacognition and Learning, 9, 137–160. doi: 10.1007/s11409-013-9105-8
Molenaar, I., & Järvelä, S. (2014). Sequential and temporal characteristics of self and socially regulated learning. Metacognition and Learning, 9, 75–85. doi: 10.1007/s11409-014-9114-2
Nurmela, K. Lehtinen, E., & Palonen, T. (1999). Evaluating CSCL Log Files by Social Network Analysis. In C. Hoadley & J. Roschelle (Eds.), Computer Support for Collaborative Learning (pp. 434–444). Stanford University: Palo Alto, CA.
Palonen, T., & Hakkarainen, K. (2000). Patterns of interaction in computer-supported learning: a social network analysis. In B. Fishman, & S. O’Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 334–339). Mahwah, NJ: Erlbaum.
Panadero, E., & Järvelä, S. (in press). Reviewing findings on socially shared regulation of learning. European Psychologist.
Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction, 16, 374–387. doi:10.1016/j.learninstruc.2006.07.008
Prinsen, F., Volman, M. L. L., & Terwel, J. (2007). The influence of learner characteristics on degree and type of participation in a CSCL environment. British Journal of Educational Technology, 38, 1037–1055. doi:10.1111/j.1467-8535.2006.00692.x
Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29, 375–415. doi: 10.1080/07370008.2011.607930
Salomon, G. (1994). Differences in patterns: Studying computer enhanced learning environments In S. Vosniadou, E. De Corte, & H. Mandl (Eds.), Technology-based learning environments: Psychological and educational foundations (pp. 79–88). Berlin: Springer-Verlag.
Salomon, G., & Globerson, T. (1989). When teams do not function the way they ought to. Journal of Educational Research, 13, 89–99. doi:10.1016/0883-0355(89)90018-9
Salomon, G., & Perkins, D. N. (1998). Individual and social aspects of learning. Review of Research in Education, 23, 1–24.
Salonen, P., Vauras, M., & Efklides, A. (2005). Social interaction – What can it tell us about metacognition and coregulation in learning? European Psychologist, 10, 199–208.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265–283.
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97–115). New York: Cambridge University Press.
Scott, J. (1991). Social network analysis: a handbook. London: SAGE.
Siegel, S., & Castellan, N. J., Jr. (1988). Nonparametric statistics for the behavioral sciences (2nd ed.). New York: McGraw–Hill Book.
Soller, A., Martinez-Monés, A., Jermann, P., & Muehlenbrock, M. (2005). From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning. International Journal of Artificial Intelligence in Education, 15, 261–290.
Strijbos, J-W., & Stahl, G. (2007). Methodological issues in developing a multi-dimensional coding procedure for small-group chat communication. Learning and Instruction, 17, 394–404. doi:10.1016/j.learninstruc.2007.03.005
Summers, M., & Volet, S.E. (2010). Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports. European Journal of Psychology of Education, 25, 473–492.
doi: 10.1007/s10212-010-0026-5
Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. Computer Supported Collaborative Learning, 1, 315–337. doi: 10.1007/s11412-006-9660-y
Toikkanen, T., & Lipponen, L. (2011). The applicability of social network analysis to the study of networked learning. Interactive Learning Environment, 19, 365–379. doi: 10.1080/10494820903281999
Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., & Lehtinen, E. (2003). Shared-regulation and motivation of collaborating peers: A case analysis. Psychologia: An International Journal of Psychology in the Orient, 46(1), 19–37.
Vauras, M., Salonen, P., & Kinnunen, R. (2008). Influences of group processes and interpersonal regulation on motivation, affect and achievement. In M. Maehr, S. Karabenick, & T. Urdan (Eds.), Social psychological perspective: Vol 15. Advances in motivation and achievement (pp. 275–314). New York, NY: Emerald Group.
Vauras, M., & Volet, S. (2013). The study of interpersonal regulation in learning and its challenge to the research methodology. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 1–13). London: Routledge.
Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs? In C. Artelt & B. Moschner (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 77–99). Berlin: Waxmann.
Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. E. Mayer, & P. A. Alexander, (Eds.), Handbook of research on learning and instruction (pp. 197–218). New York, NY: Routledge.
Veenman, M. V. J., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14, 621–640. doi:10.1016/j.learninstruc.2004.09.004
Volet, S., Vauras, M., Khosa, D., & Iiskala, T. (2013). Metacognitive regulation in collaborative learning: Conceptual developments and methodological contextualizations. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 67–101). New York, NY: Routledge.
Volet, S., Summers, M., & Thurman, J. (2009a). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19, 128–143. doi:10.1016/j.learninstruc.2008.03.001
Volet, S., Vauras, M., & Salonen, P. (2009b). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44, 215–226. doi: 10.1080/00461520903213584
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wasserman, S., & Faust, K. (1994). Social network analysis: methods and applications. New York: Cambridge University Press.
Wertsch, J. W. (1977, May). Metacognition and adult-child interaction. Paper presented at Northwestern University Annual Conference on Learning Disabilities, Evanston, IL. (ERIC Document Reproduction Service No. ED180610).
White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3–118.
Whitebread, D., Bingham, S., Grau, V., Pino Pasternak, D. P., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6, 433–455.
Whitebread, D., Coltman, P., Pino Pasternak, D., Sangster, C., Grau, V., Bingham, S. et al. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4, 63–85. doi: 10.1007/s11409-008-9033-1
Winne, P. H., Hadwin, A., & Perry, N. E. (2013). Metacognition and computer-supported collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O’Donnell (Eds.), The international handbook of collaborative learning (pp. 462–479). New York, NY: Routledge.
Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year old. Educational Technology Research and Development, 55, 117–145.
doi: 10.1007/s11423-006-9019-0
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Design for collective cognitive responsibility in knowledge-building communities. The Journal of the Learning Sciences, 18, 7–44.
doi: 10.1080/10508400802581676