Si Zhang

Hubei Key Laboratory of Digital Education, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China // djzhangsi@mail.ccnu.edu.cn

Qian Yang

Hubei Key Laboratory of Digital Education, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China // yqian@mails.ccnu.edu.cn

Honghui Li

Hubei Key Laboratory of Digital Education, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China // edulihonghui@mails.ccnu.edu.cn

Chaowang Shang

Hubei Key Laboratory of Digital Education, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China // scw@mail.ccnu.edu.cn

ABSTRACT: 

To address issues such as insufficient depth and low efficiency in online discussions within computer-supported collaborative learning (CSCL), this study aims to enhance regulated learning by integrating group awareness tools (GATs) with collaborative reflection scripts, thereby alleviating these challenges. A total of 33 student teachers participated in the experiment. Epistemic network analysis (ENA) was used to analyze group discourse data, investigating differences in regulated learning behaviors among student teachers with high- and low-self-regulation (SR) levels under the support of the GAT integrated with a collaborative reflection script, as well as the changes in regulated learning patterns across stages. Results indicated that the GAT effectively supported regulated learning, primarily promoting “monitoring and evaluation,” social regulation, and “content monitoring” among both high- and low-SR groups. Specifically, the high-SR groups primarily exhibited a regulation focus pattern characterized by “content monitoring-organizing,” while the low-SR groups primarily exhibited a pattern centered on “content monitoring-process monitoring.” The GAT may have a more significant impact on facilitating regulatory behaviors among low-SR groups. Data from interviews explained the differences in the use of the GAT between high- and low-SR groups, as well as the impact of this tool on regulated learning. This study provides evidence of how GATs integrated with collaborative scripts can promote regulated learning, providing insights into instructional practices for integrating collaborative scripts and GATs to support student teachers engaging in CSCL.

Keywords: 

Cooperative/collaborative learning, Improving classroom teaching, Regulated learning, Reflection script