Carmen L. Z. Gress

Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning

This paper explores the ways three different theoretical perspectives of the social aspects of self-regulated learning [Hadwin, A. F. (2000). Building a case for self-regulating as a socially constructed phenomenon. Unpublished doctoral dissertation, Simon Fraser University, Burnaby, BC, Canada; Hadwin, A. F., & Oshige, M. (2006). Self-regulation, co-regulation, and socially-shared regulation: Examining many faces of social in models of SRL. In A. F. Hadwin, & S. Jarvela (Chairs), Socially constructed self-regulated learning: Where social and self meet in strategic regulation of learning. Symposium conducted at the Annual Meeting of the American Educational Research Association, San Francisco, CA] have been operationalized in a computer supported learning environment called gStudy. In addition to contrasting social aspects of SRL and drawing connections with specific collaborative tools and structures, this paper explores the potential of gStudy to advance theory, research, and practice. Specifically it discusses how the utilization of differing collaborative models provides new avenues for systematically researching social aspects of SRL and their roles in collaboration.

Designing roles, scripts, and prompts to support CSCL in gStudy

This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and research that focus on actual computer embedded supports, guides, and scaffolds to effectively support the collaborative process. This paper: (a) explores the potential of support in the form of roles, scripts, and prompts to scaffold collaborative engagement in computer-based learning environments, (b) explores ways these supports might be implemented in a CSCL learning environment, namely gStudy, (c) describes how collaborative supports in gStudy might enhance opportunities for students to learn to self-regulate collaborative activity, and (d) uses examples from our research to propose ways these types of support tools might advance research in CSCL.

The learning kit project: Software tools for supporting and researching regulation of collaborative learning

Computer-supported collaborative learning (CSCL) is a dynamic and varied area of research. Ideally, tools for CSCL support and encourage solo and group learning processes and products. However, most CSCL research does not focus on supporting and sustaining the co-construction of knowledge. We identify four reasons for this situation and identify three critical resources every collaborator brings to collaborations that are underutilized in CSCL research: (a) prior knowledge, (b) information not yet transformed into knowledge that is judged relevant to the task(s) addressed in collaboration, and (c) cognitive processes used to construct these informational resources. Finally, we introduce gStudy, a software tool designed to advance research in the learning sciences. gStudy helps learners manage cognitive load so they can re-assign cognitive resources to self-, co-, and shared regulation; and it automatically and unobtrusively traces each users engagement with content and the means chosen for cognitively processing content, thus generating real-time performance data about processes of collaborative learning.

Computerized Assessment of Pedophilic Sexual Interest Through Self-Report and Viewing Time: Reliability, Validity, and Classification Accuracy of the Affinity Program

Affinity is a computerized assessment tool that combines viewing time and self-report measures of sexual interest. The present study was designed to assess the diagnostic properties of Affinity with respect to sexual interest in prepubescent children. Reliability of both self-report and viewing time components was estimated to be high. The group profile of a sample of pedophilic adult male child molesters (n = 42, all of whom admitted their offenses) differed from the group profiles of male community controls (n = 95) and male nonsexual offenders (n = 27), respectively. More specifically, both ratings and viewing times for images showing small children or prejuvenile children were significantly higher within the child molester sample than in either of the other two groups, attesting to the validity of the measures. Overall classification accuracy, however, was mediocre: A multivariate classification routine yielded 50% sensitivity for child molester status at the cost of 13% false positives. The implications for forensic use of Affinity are discussed.

Toward Standards for Reporting Research: A Review of the Lliterature on Computer-Supported Collaborative Learning

We conducted a meta-review of the computer supported collaborative learning (CSCL) literature. This literature included a rich array of methodologies, theoretical and operational definitions, and collaborative models. However, the literature lacked an overall framework for reporting important design and research details. This paper highlights key findings from our systematic review. The paper: (a) presents the array of definitions, tools, and supports researched in the CSCL literature and (b) proposes standards for reporting collaborative models, tools, and research. These standards, which have implications for both the CSCL and computer-supported collaborative work areas, have potential to build a shared language upon which cross-disciplinary communication and collaboration may be based

Self-Regulated Learning, Motivation and Goal Theory: Implications for Instructional Design and E-Learning

Instructional designers can use evidence-based theories of motivation and self-regulated learning to construct e-learning environments that promote goal-setting and achievement. We have used gStudy, educational software designed according to principles of self-regulated learning, to construct a Goal-Setting Kit. The Goal-Setting Kit incorporates tests, scaffolds, concept maps, and exercises that allow students to express, organize, and monitor their strategies for achieving personal and instructional goals

Advancing educational research on collaboration through the use of gStudy computer-supported collaborative learning (CSCL) tools: Introduction to special issue

Abstract This is an introduction to a special issue on computer-supported collaborative learning.

Community Risk Management of High-Risk Sex Offenders in Canada: Findings From a Quasi-Experimental Study

Much has been said about risk assessment and risk prediction of sexual recidivism, but few studies have examined the risk management of high-risk sex offenders returning to the community. The current study explores the impact of an intensive supervision program in the province of British Columbia, Canada. A quasi-experimental design was implemented to determine the impact of the program on recidivism. Kaplan-Meier and Cox proportional hazards analyses were conducted to determine the impact of the risk management program on recidivism. Mixed findings were observed as to the impact of the intensive supervision program. In spite of varying levels of supervision, the study showed that age, legal status, actuarial risk, and—to a lesser extent—education were all predictive of recidivism.