Mariel Miller

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.

Scripting and awareness tools for regulating collaborative learning

Self-, co-, and shared regulation play a key role in successful collaboration.CSCL scripts and group awareness tools offer potential to support regulation.Scripts and group awareness tools used in our design based research are introduced.Scripts and group awareness tools can open new lines of inquiry into regulation. This conceptual paper addresses the need to design tools for supporting regulation in computer supported collaborative learning (CSCL). First, we extend previous work articulating the important role of self-regulation, co-regulation, and shared-regulation in successful collaboration (Hadwin, Jarvela, & Miller, 2011; Jarvela & Hadwin, 2013). Second, we draw on this theoretical framework to address the capacity of CSCL environments to support regulation of collaboration in the form of two types of tools: (a) Scripting tools that structure and sequence collaborative interactions, and (b) group awareness tools that collect, aggregate and reflect information back to learners to facilitate collaboration. Finally, directions for future research of regulation of collaboration and CSCL regulation tools are discussed.

Leveraging CSCL technology to support and research shared task perceptions in socially shared regulation of learning

Self-, co-, and shared regulation play a key role in successful collaboration.CSCL scripts and group awareness tools offer potential to support regulation.Scripts and group awareness tools used in our design based research are introduced.Scripts and group awareness tools can open new lines of inquiry into regulation. This conceptual paper addresses the need to design tools for supporting regulation in computer supported collaborative learning (CSCL). First, we extend previous work articulating the important role of self-regulation, co-regulation, and shared-regulation in successful collaboration (Hadwin, Jarvela, & Miller, 2011; Jarvela & Hadwin, 2013). Second, we draw on this theoretical framework to address the capacity of CSCL environments to support regulation of collaboration in the form of two types of tools: (a) Scripting tools that structure and sequence collaborative interactions, and (b) group awareness tools that collect, aggregate and reflect information back to learners to facilitate collaboration. Finally, directions for future research of regulation of collaboration and CSCL regulation tools are discussed.

Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities

The field of computer supported collaborative learning (CSCL) is progressing instrumentally and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of CSCL with respect to cognitive, motivational, emotional, and social issues, despite the fact that the role of regulatory processes is critical for the quality of students’ engagement in collaborative learning settings. We review the four earlier lines in developing support in CSCL and show how there has been a lack of work to support individuals in groups to engage in, sustain, and productively regulate their own and the group’s collaborative processes. Our aim is to discuss how our conceptual work in socially shared regulation of learning (SSRL) contributes to effective and efficient CSCL, what tools are presently available, and what the implications of research on these tools are for future tool development.

Challenges in online collaboration: effects of scripting shared task perceptions

Difficulties with planning, such as negotiating task understandings and goals, can have a profound effect on regulation and task performance when students work collaboratively (Miller and Hadwin, Computers in Human Behaviour, 52, 573-588, 2015a). Despite planning being a common challenge, teams often fail to identify strategies for addressing those challenges successfully. The purpose of this study was to examine the effect of team planning support in the form of awareness visualizations (quantified, nominal, and no visualization of individual planning perceptions summarized across group members) on the challenges students face during collaboration, and the ways they report regulating in the face of those challenges. Findings revealed differences across conditions. Individuals in the no visualization condition (a) rated planning as more problematic, and (b) were likely to encounter doing the task, checking progress, and group work challenges when they encounter planning challenges, (c) reported more time and planning main challenges compared to doing the task and group work challenges, and (d) reported that planning strategies (adopted as a team) were most effective for addressing planning challenges, followed by teamwork strategies which were less effective. In contrast, individuals belonging to groups who received one of the two visualizations (a) reported that both planning and teamwork strategies to be equally effective for addressing planning challenges, and (b) reported higher levels of success with their strategies than groups without a visualization support. Findings attest to the importance of supporting group planning with planning visualizations.