Promoting metacognitive regulation through collaborative problem solving on the web: When scripting does not work

Abstract

Opportunities for collaborative work can support the process of information problem solving, although this is not a guaranteed outcome of collaborative work. Strong metacognitive regulation is necessary for successful web-based inquiry learning. In the light of these issues, the present study was intended to investigate the regulatory processes that come into play when individual learners work collaboratively in solving information problems on the web and if these can be supported by providing students with a collaboration script. The web-based project was implemented in 12 secondary school classes involving 202 students working in pairs. Six classes were provided with a collaboration script embedded in the learning environment, while the other six classes acted as the control group. Although it was hypothesized that students in the script condition would yield higher shared metacognitive regulation than students in the control condition, based on quantitative as well as qualitative analyses no significant improvement was found that could be attributed to the classroom script intervention. Yet it was found that shared regulation leads to better knowledge co-construction. Moreover, this study confirms that the overall implementation improved students' metacognitive awareness. Results are discussed concerning their theoretical relevance and practical implications for collaborative IPS on the web in face-to-face classroom settings.