Collaborative Learning Process Research Articles

Open Research Tools for the Learning Technologies Innovation Lab

Orchestrating scientific work in educational research laboratories is demanding, especially when many interdisciplinary perspectives are involved. A monolithic approach does not suffice here. This paper describes an open-source architecture for an educational research laboratory. The presented system assists interdisciplinary scientists in implementing prototypes, evaluating new didactical approaches, researching collaborative learning processes, collecting learning analytics data, abstracting and automating experimental procedures, and securely monitoring progress within the lab, even in hybrid or remote setups. Due to both asynchronous and synchronous capabilities, the presented components make it easy to virtualize experiments, incorporate them in courses and lectures, and empower self-regulated but still monitorable learning processes.
 The ecosystem described originated in the context of collaborative educational Serious Games for interactive table-top displays but is implemented modular and scales well regarding concurrent experiments, connected clients, and other use cases like VR and smart environments.

Indigenous experiences of impact assessment and development projects: lessons from the Aashukan exchange

ABSTRACT How can Indigenous peoples and practitioners engage Impact Assessment as a collaborative learning process that enables communities to affect and influence the design of development projects and their management systems? How to create conversations between Indigenous peoples in order to craft a message/voice in relation to developers? This article summarizes lessons learned from ‘Aashukan’ an Indigenous exchange organized on James Bay Cree lands, Northern Québec, Canada in conjunction with the IAIA Conference in 2017. It presents the context, objectives, processes, and outcomes of this workshop in relation to the Impact Assessment community and discusses future directions.

Developing Effective Measures of Organizational Capability of Manufacturing Firms: An Exploratory Case Study of Japanese Manufacturing Firms

The present article explores the flow-oriented and routine-based concept of organizational capability in manufacturing and proposes a practical method of measuring it by using the flow map of material and information (FMMI), including the value stream map (VSM). The environment surrounding manufacturing companies is becoming increasingly turbulent, making it increasingly difficult for them to survive and prosper. For example, global companies face challenges on multiple fronts such as international trade tensions, pandemic lockdowns, and competitive challenges from firms in emerging economies. In addition, in digital markets, supply chain transparency and resiliency require visualizing the flow of materials and information across a wide range of global activities. Business activities are conceived as flows of design and control information from across functions for value creation and transfer. A high level of value creation is built on the excellence of vital function. In this context, this study aims to identify key characteristics of high-performance firms. In particular, the flow map of material and information (FMMI) assumes simultaneous execution of capability-building and capability-measuring. This research team reports the series of workshops and survey results based on (1) the work of the industry-university consortium, (2) the collaborative learning process through trust and information sharing among participating companies, (3) sharing improvement activities, and (4) identifying areas of poor flow (issues for each company). In addition, several selected case studies of Japanese firms highlight the impact of using FMMI for improving multiple performance outcomes and measuring their manufacturing capabilities at the same time. The lessons and implications are discussed.

Autonomous Collaborative Authentication with Privacy Preservation in 6G: From Homogeneity to Heterogeneity

The emerging collaborative authentication schemes are capable of outperforming the conventional isolated methods as a benefit of their multi-dimensional data/information gleaned, but they face new challenges in the sixth generation (6G) wireless networks owing to their increased overhead, limited flexibility and autonomy. Moreover, they may also be vulnerable to the privacy leakage of individual entities. These challenges are mainly due to the complex heterogeneous network architecture, owing to the distributed nature of the devices and information involved as well as the diverse security requirements of the 6G-aided vertical systems. As a remedy, we introduce autonomous collaborative authentication for achieving security enhancement through the situation-aware cooperation of different security mechanisms, of heterogeneous security information/context, and of heterogeneous devices and networks. For this purpose, a federated learning-based collaborative authentication scheme capable of privacy-preservation is developed, where cooperative peers observe and locally analyze heterogeneous information of the authenticating device, and afterwards update their authentication models locally. By sharing their authentication models rather than directly sharing the observed authentication information, privacy preservation can be achieved based on the proposed scheme. Moreover, given the time-varying heterogeneous network environment and the wide range of quality-of-service (QoS) requirements, the membership of the group collaborating in support of distributed authentication is updated based on the situation-dependent conditions. To further reduce the communication overhead, a locally collaborative learning process is further developed, where both the updated parameters and observed authentication information are stored and processed locally at the cooperative peers. Finally, a smart contract is designed for achieving collaborative security combined with privacy preservation and for providing accountable services.

Exploring the Effect of Collaborative Learning on Teacher Candidates’ Intentions to Use Web 2.0 Technologies

The purpose of this study was to examine teacher candidates’ pre and post intentions to use web 2.0 technologies for teaching before and after a collaborative learning process. An extended TAM was used in the current study. This study was designed as a one-group pretest-posttest design with 56 teacher candidates. In the experiment process, the instructor taught the design principles and how to use and design instructional materials with selected web 2.0 technologies. Then the teacher candidates worked in small groups to design the instructional materials with web 2.0 technologies. The data collection tool was administered before and after the experiment. Data were analyzed through partial least squares structural equation modeling. The results indicated that 4 of the 7 hypotheses were supported in the pre-acceptance model while all hypotheses were accepted in the post-acceptance model. The proposed model can be used as an appropriate framework for examining factors influencing teacher candidates’ intentions to use web 2.0 technologies for teaching.

The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course

Digital technology plays a unique role in the cultivation of students’ creative thinking, which helps them solve poorly structured problems with effective and original solutions. This study applied collaborative learning in a digital-technology-supported artificial intelligence (AI) course and aimed to explore the impact of collaborative learning on fourth-grade students’ creative thinking. According to whether a leadership role was assigned by a teacher and a final consensus was built in the group, four patterns of collaborative learning were designed for comparison in order to determine which pattern was more effective for the promotion of students’ creative thinking. In total, 37 fourth-grade students taking part in the study were divided into four groups, and each group adapted one of four patterns of collaborative learning. The Torrance Creative Thinking Test (TTCT-Figure) was used to test the pre- and post-creative thinking of the four groups of students. A paired-sample t-test was used to analyze the pre- and post-tests of students’ creative thinking to verify whether all four patterns of collaborative learning could improve the students’ creative thinking. One-way ANOVA was used to analyze the post-test results of the four groups’ creative thinking to determine the differences in the creative thinking of the four groups of students. The results indicated that the patterns of collaborative learning used by G1, G3, and G4 were effective in improving students’ creative thinking, but the pattern for G2 was not. Moreover, there were significant differences in the cultivation of students’ creative thinking via AI courses among these four patterns of collaborative learning. The G4 students, who had an assigned leadership role and consensus building, showed the greatest improvement in creative thinking. In particular, without an assigned leadership role and consensus building, students’ flexibility of creative thinking would be improved to a greater extent. Teachers can adapt the findings of this study in order to consciously train team leaders in the collaborative learning process and guide them to reach a consensus to achieve the goal of fostering creative thinking in digital-technology-supported courses. To be specific, teachers should let students participate in group collaborative learning in a free way to cultivate their flexibility.

Language learners’ emotion regulation and enjoyment in an online collaborative writing program

Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners’ emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of English language writing tasks in 108 online groups facilitated by a social media app (WeChat). Principal component analysis revealed two primary types of emotion regulation: peer regulation and group regulation. The analysis also revealed one factor underpinning enjoyment: enjoyment of online collaboration. Correlation analysis showed medium and positive relationships between peer regulation, group regulation, and enjoyment of online collaboration. Structural equation modeling analysis further found that group regulation exerted a medium-sized direct effect on enjoyment of online collaboration. Peer regulation affected enjoyment of online collaboration moderately and indirectly via group regulation. The theoretical and pedagogical implications of the findings can help to optimize face-to-face and online collaborative language learning activities.

IMPLEMENTASI MBKM TERHADAP PROSES PEMBELAJARAN KOLABORATIF DI UNIVERSITAS MEGA BUANA PALOPO

The learning process in the Merdeka Campus is one of the most essential manifestations of student centered learning. Learning at the Merdeka Campus is a challenge and opportunity to develop innovation, provide creativity, capacity, personality, and student needs, as well as develop independence in finding and discovering knowledge through realities and field dynamics such as needs, real problems, social interaction, collaboration, self-management, performance , targets and performance. Through the Merdeka Learning program that is well designed and implemented, students' hard skills and soft skills will be formed strongly. Methods: The type of research used is a mixed method, between qualitative and quantitative. This research is located at Mega Buana University, Palopo. The research was carried out in December 2021. The research population was all leaders of Mega Buana Palopo University, Lecturers, Tendik and Students of Mega Buana Palopo University. This study was conducted on the entire population. Data was collected through focus group discussions, interviews and using a questionnaire. Discussion Results: Mega Buana Palopo University has run several programs that support the MBKM program, such as student apprenticeships, independent student projects, KKN, Mega Buana University can optimize the collaborative learning process for students, Mega Buana Palopo University can run MBKM programs optimally starting from Internal PT, Mega Buana University can increase link and match with industry by making Industrial Practitioners as teaching lecturers as well as increasing student apprenticeships according to the industrial sector

Design and implementation of discrete Jaya and discrete PSO algorithms for automatic collaborative learning group composition in an e-learning system

This paper presents the design and implementation of two discrete metaheuristic algorithms for automatic student collaborative group creation in an e-learning system by grouping students of different knowledge levels to enhance the overall effectiveness of the online learning process. Their purpose is to compose collaborative student groups automatically, aiming to improve the effectiveness of the collaborative learning process in distance education. The parameters used for student grouping are obtained from a pre-test. Then, the particle swarm optimization (PSO) and Jaya algorithms are implemented to automatically compose collaborative learning groups considering three parameters: the level of student’s knowledge shown in the pre-test (pre-test score), student’s learning experience with each topic, and the time students spent doing the pre-test (pre-test time). Besides the first two parameters examined in some recent approaches, the third parameter is introduced to provide additional information about the student’s knowledge. Aiming to apply PSO and Jaya to address the observed problem from real teaching practice, discrete PSO and discrete Jaya algorithms are developed to deal with discrete data. Multiple scenarios are applied for both algorithms with different hyperparameter settings to estimate the impact of the algorithm’s settings on the quality of solutions and the convergence rate. Finally, recommendations for algorithm preference and tuning are drawn. The discrete Jaya algorithm converged to the optimal solution in all scenarios, i.e., with all hyperparameter settings. In contrast, the discrete PSO algorithm found the optimum only in some of the tested scenarios. Overall, the discrete Jaya algorithm surpasses discrete PSO, particularly regarding solution quality and robustness concerning algorithm-specific parameters setting. Therefore, the proposed DJaya algorithm can be used for creating collaborative student groups in distance education systems.

Strategies to Promote Sustainable Development: The Gendered Importance of Addressing Diminishing African Locust Bean (Parkia biglobosa) Resources in Northern Ghana’s Agro-Ecological Landscape

As the topic of gender and forests gains international attention through programs related to addressing the Sustainable Development Goals, we focus on a case study of the African Locust Bean (Parkia biglobosa) in the savannah landscape of northern Ghana. Although this tree holds high cultural significance for Dagomba women, it is unfortunately becoming scarcer in our study area near Tamale. We investigate the reasons for this decline in relation to the agricultural, ecological, and cultural landscape and discuss the gendered impacts of these changes. Research in these communities was conducted between 2018 and 2021 as part of a transdisciplinary action research approach to process underutilized species with women’s groups. The research started with a survey that included 27 women’s groups in 13 communities with 524 women participants. Out of a selected number of groups, our research team has worked more intensively with three women’s groups near Nyankpala, which selected for their processing focus the African Locust Bean, locally known as dawadawa. More than 45 group sessions were organized with seven groups in a collaborative learning process in 2019. Additionally, the three groups in Kpachi who chose to process the African Locust Bean sustained facilitation of group activities until the end of 2021. Specifically, on the topic of the decline of this tree, 19 semistructured interviews were conducted in August 2020 with 8 female farmers, 7 male farmers and 4 chiefs in the local governance system. Our results show the cultural significance of the African Locust Bean for women in the Dagomba culture as well as practical uses of all parts of the tree. Specifically, the seeds are used for making a fermented condiment and tea. Although seeds of the African Locust Bean are considered a women’s crop, their access to this tree is mediated by the local chiefs and often male land-users. Most farmers interviewed reported a reduction in trees in their fields. The reasons for the decrease can be summarized in six different categories, (1) aging tree populations, (2) challenge caring for saplings until maturity, (3) agricultural changes with increased mechanization and pesticide use, (4) over-use as a firewood resource, (5) usufruct rights between traditional chiefs, male land-owners, and women who should be granted access to the trees according to Dagomba cultural values, and (6) reduced water availability inhibits seed yield. In conclusion, there is an urgent need for action to protect and restore the African Locust Bean within northern Ghana’s savannah landscape to ensure continued access and benefits of the tree to women in the region.

Incentive Mechanisms for Federated Learning: From Economic and Game Theoretic Perspective

Federated learning (FL) becomes popular and has shown great potentials in training large-scale machine learning (ML) models without exposing the owners’ raw data. In FL, the data owners can train ML models based on their local data and only send the model updates rather than raw data to the model owner for aggregation. To improve learning performance in terms of model accuracy and training completion time, it is essential to recruit sufficient participants. Meanwhile, the data owners are rational and may be unwilling to participate in the collaborative learning process due to the resource consumption. To address the issues, there have been various works recently proposed to motivate the data owners to contribute their resources. In this paper, we provide a comprehensive review for the economic and game theoretic approaches proposed in the literature to design various schemes for incentivizing data owners to participate in FL training process. In particular, we first present the fundamentals and background of FL, economic theories commonly used in incentive mechanism design. Then, we review applications of game theory and economic approaches applied for incentive mechanisms design of FL. Finally, we highlight some open issues and future research directions concerning incentive mechanism design of FL.

The role of collaborative learning in resilience in healthcare—a thematic qualitative meta-synthesis of resilience narratives

BackgroundTo provide high quality services in increasingly complex, constantly changing circumstances, healthcare organizations worldwide need a high level of resilience, to adapt and respond to challenges and changes at all system levels. For healthcare organizations to strengthen their resilience, a significant level of continuous learning is required. Given the interdependence required amongst healthcare professionals and stakeholders when providing healthcare, this learning needs to be collaborative, as a prerequisite to operationalizing resilience in healthcare. As particular elements of collaborative working, and learning are likely to promote resilience, there is a need to explore the underlying collaborative learning mechanisms and how and why collaborations occur during adaptations and responses. The aim of this study is to describe collaborative learning processes in relation to resilient healthcare based on an investigation of narratives developed from studies representing diverse healthcare contexts and levels.MethodsThe method used to develop understanding of collaborative learning across diverse healthcare contexts and levels was to first conduct a narrative inquiry of a comprehensive dataset of published health services research studies. This resulted in 14 narratives (70 pages), synthesised from a total of 40 published articles and 6 PhD synopses. The narratives where then analysed using a thematic meta-synthesis approach.ResultsThe results show that, across levels and contexts, healthcare professionals collaborate to respond and adapt to change, maintain processes and functions, and improve quality and safety. This collaboration comprises activities and interactions such as exchanging information, coordinating, negotiating, and aligning needs and developing buffers. The learning activities embedded in these collaborations are both activities of daily work, such as discussions, prioritizing and delegation of tasks, and intentional educational activities such as seminars or simulation activities.ConclusionsBased on these findings, we propose that the enactment of resilience in healthcare is dependent on these collaborations and learning processes, across different levels and contexts. A systems perspective of resilience demands collaboration and learning within and across all system levels. Creating space for reflection and awareness through activities of everyday work, could support individual, team and organizational learning.

Medieval Manuscripts and Their Migrations: Using SPARQL to Investigate the Research Potential of an Aggregated Knowledge Graph

Although the RDF query language SPARQL has a reputation for being opaque and difficult for traditional humanists to learn, it holds great potential for opening up vast amounts of Linked Open Data to researchers willing to take on its challenges. This is especially true in the field of premodern manuscripts studies as more and more datasets relating to the study of manuscript culture are made available online. This paper explores the results of a two-year long process of collaborative learning and knowledge transfer between the computer scientists and humanities researchers from the Mapping Manuscript Migrations (MMM) project to learn and apply SPARQL to the MMM dataset. The process developed into a wider investigation of the use of SPARQL to analyse the data, refine research questions, and assess the research potential of the MMM aggregated dataset and its Knowledge Graph. Through an examination of a series of six SPARQL query case studies, this paper will demonstrate how the process of learning and applying SPARQL to query the MMM dataset returned three important and unexpected results: 1) a better understanding of a complex and imperfect dataset in a Linked Open Data environment, 2) a better understanding of how manuscript description and associated data involving the people and institutions involved in the production, reception, and trade of premodern manuscripts needs to be presented to better facilitate computational research, and 3) an awareness of need to further develop data literacy skills among researchers in order to take full advantage of the wealth of unexplored data now available to them in the Semantic Web.

Inclusion of Migrant and Refugee Children in the Education System: Exploring and Overcoming Language and Social Boundaries in the Una-Sana Canton, Bosnia and Herzegovina

ABSTRACT Bosnia and Herzegovina (B&H) has become strongly affected by migrants from the Global South who aim to migrate into the EU. However, due to the strengthening of the external EU border, migrants increasingly remain in B&H for a longer period making it a receiving country for migrants, 20% of whom are estimated to be children. Since education is a fundamental human right and the inclusion of migrant children in the education system of B&H was essential for their healthy psychophysical development, the Una-Sana Canton initiated activities for their inclusion in the spring of 2019. In this paper, we detail the activities of professors and students of the Pedagogical Faculty of the University of Bihać who taught Bosnian as a foreign language to the migrant children which was a basic prerequisite for their inclusion in the regular teaching process. The role of local students in facilitating inclusion of migrant children became especially evident. In addition to emphasizing the value of collaborative learning between teachers, local children and migrant children, this paper also explores psychological, cultural and social boundaries and barriers that shaped the process of language acquisition, inclusive education, and collaborative teaching and learning.

Development of cooperative project

The research aims to review the development of a model of Cooperative Project-Based Learning in Web Programming Course to analyze the collaborative learning process between cooperative learning with the Jigsaw technique and Project- based learning (PJBL) that involve learning abilities in 21st, 4C (Critical thinking, Communication, Collaboration, and Creativity) in order to produce a learning model that can provide instructional and accompaniment impact for students. This model has the concept of learning in groups and the existence of expert groups. It also incorporates project learning, project monitoring, 4C-based Project Planning Design, and Information system-based development where projects are developed based on information systems and technology, project reports and presentations, and evaluations that include rewards and reflections.

Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

BackgroundInstructor scaffolding is proved to be an effective means to improve collaborative learning quality, but empirical research indicates discrepancies about the effect of instructor scaffoldings on collaborative programming. Few studies have used multimodal learning analytics (MMLA) to comprehensively analyze the collaborative programming processes from a process-oriented perspective. This research conducts a MMLA research to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming in K-12 education context with an aim to provide research, analytics, and pedagogical implications.ResultsThe results indicated that the instructor provided five types of scaffoldings from the social, cognitive, and metacognitive dimensions, and groups had seven types of responses (i.e., immediate uptake and delayed use) to five instructor scaffoldings, ranging from the low-to-medium and high level of cognitive engagement. After the scaffolding was faded, groups used the content from the high-control cognitive scaffolding frequently to solve problems in a delayed way, but groups did not use the instructor’s scaffolding content from the social and low-control cognitive scaffoldings from the pedagogical perspective, instructors should consider scaffolding types, group states and characteristics, as well as the timing of scaffolding to better design and facilitate collaborative programming. From an analytical perspective, MMLA was proved to be conducive to understand collaborative learning from social, cognitive, behavioral, and micro-level dimensions, such that instructors can better understand and reflect on the process of collaborative learning, and use scaffoldings more skillfully to support collaborative learning.ConclusionsCollaborative programming is encouraged to be integrated in STEM education to transform education from the instructor-directed lecturing to the learner-centered learning. Using MMLA methods, this research provided a deep understanding of the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming in K-12 STEM education from a process-oriented perspective. The results showed that various instructor scaffoldings have been used to promote groups’ social and cognitive engagement. Instructor scaffoldings have delayed effects on promoting collaborative programming qualities. It is highly suggested that instructors should integrate scaffoldings to facilitate computer programming education and relevant research should apply MMLA to reveal details of the process of collaboration.

Gamification as a strategy for learning concepts meaningfully

Learning concepts requires strategies that allow significant learning so that the said concept remains in the student's long-term memory. For this reason, strategies that avoid rote learning and promote the apprehension of concepts through the graphic representation of knowledge are necessary. This study pretends to identify if the gamification strategy through the GoConqr application enables learning concepts in Biology at the high school level. Methodologically, the analysis was from a quantitative perspective in a focus group. For this, a treatment, diagnostic, and post-treatment took place to know the plausibility of the gamification strategy and the GoConqr application. The results show the viability of the application for learning concepts, strengthening the understanding of the concept definition with motivational elements and significant activities. Other features that stand out are the immediate feedback provided by the application, which reinforces the collaborative learning process by promoting active participation. In conclusion, the research contributes to an active learning methodology for teaching innovation.

Using Minecraft as an educational tool for supporting collaboration as a 21st century skill

Collaboration is an important 21st century skill, and there is an increasing interest in computer-supported collaborative learning (CSCL) in teaching and learning practices regarding the necessary knowledge and skills for 21st century learners. However, solutions are still lacking concerning how to enable learners to collaborate when working with a specific subject. This study developed and tested a learning design using Minecraft as an educational tool in math classes in higher education over a 2-year period. The research questions are: 1) How can Minecraft be used as an educational tool for learning subject-specific skills, and what are the implications for the development of 21st century skills? 2) How can social network analysis (SNA) and interaction analysis (IA) be used as a research methodology for analyzing the use of Minecraft as an educational tool for learning subject-specific skills? Data was analyzed using a mixed-methods approach, in which both a quantitative perspective through SNA and a qualitative perspective through IA were employed. Findings of the study: 1) suggested that using Minecraft for learning a subject-specific skill triggered collaborative learning processes, 2) facilitated the development of 21st century skills in math classes, and 3) combining SNA and IA as a research methodology for analyzing the use of Minecraft for learning subject-specific skills. These findings serve as a stepping stone for teachers and researchers to create learning designs that use a digital educational tool to facilitate collaborative learning and advance the literature on CSCL and educational practice.

Horizontalism and Wisdom Dialogues to Build Trust: A Case Study of Collaborations With Immigrant Farmers in Minnesota

Collaboration between farmers and other farm support professionals is a critical tool for food systems transformation. Collaborative research and outreach can address structural inequalities that limit the success of immigrant and minority growers and uplift farmer knowledge, which has been systemically valued below that of academic knowledge. Agroecologists who work at the synthesis of science, movement, and practice propose wisdom dialogues and horizontalism as principles by which to develop collaborations that avoid reinforcing structural inequalities due to race, gender, and traditions of valuing academic knowledge above that of farmers. Public entities, such as land grant universities and state agencies, have a particular responsibility to address structural inequalities and serve the diversity of farmers in their region. This study examines the use of collaborative learning processes, such as wisdom dialogues and horizontalism, by public and non-profit professionals in their collaborations with a group of immigrant farmers in the Upper Midwest. We used a qualitative interview approach with two farmers, two of their advisers, and eight of their collaborators at the University of Minnesota Extension, Department of Agriculture, and a local agricultural non-profit. Through the interviews we examined each of their perspectives on current and potential collaborations by discussing the motivations, resources, and effects for and of collaboration between immigrant farmers and farm support professionals. Farmer interviewees emphasized that collaborations between immigrant and non-immigrant individuals and groups must develop with non-exploitative motivations and preparation undertaken by non-immigrant individuals to better understand the experience of immigrant farmer prior to engaging in collaboration. Emergent themes from interviews with non-farmers included a strong commitment to providing access to knowledge and resources, and recognition that collaboration improved the ability to accomplish institutional goals, indicating use of wisdom dialogues and horizontal learning at varying levels within current work. Interviewees emphasized that institutional support was an important determinant for how much they could prioritize relationships and collaboration in their work. Based on interviewees' experiences, support and continued opportunities for learning are critical to facilitate continued use of wisdom dialogues and horizontalism to address different conceptions of equity and equality, and for developing intentional and mutually beneficial collaborations.

컴퓨터 기반 협력학습에서 사회적으로 공유된 조절을 지원하는 시각화 도구 및 학습성과 분석

Objectives The purpose of our study is to examine the effect of socially shared regulated learning on the team collaborative learning process and outcomes of adult learners through the tool that supports socially shared regulated learning in the CSCL environments. Methods In study 1, we used design principle of SSRL(Socially-Shared Regulated Learning) and 3C framework to analyze the characteristics of visualization tools that support SSRL in the CSCL environments. In addition, In study 2, we examined the relationship between the tool supporting socially shared regulated learning and the team collaborative learning process and outcomes through 19 graduates students in the CSCL environments. Results First, among the visualization tools, We verified that the Mural was the most useful in supporting socially shared regulated learning. Second, the experimental groups that were provided the socially shared regulated learning tool had a qualitative interaction between learners compared to the control groups. Third, the experimental groups derived better learning performance than the control groups. Finally, although it was insignificant, we found that the experimental group positively perceived the socially shared regulated learning compared to the control groups in the result of the posthoc analysis. Conclusions This study provides theoretical and practical implications for the functional role of socially shared regulated learning and visualization tools to promote collaborative learning in the CSCL environments. We also suggest the research limitations and directions for further research.