Computer-Supported Collaborative Learning (CSCL) has been shown
to enhance learning by promoting peer interactions. With the support of collaborative
learning flow patterns (CLFP), the collaboration process within the socalled
CSCL macro-scripts can be further structured and constrained. However,
social dynamics within tasks, even within scripts, have the potential to hinder the
collaborative element as students might not participate sufficiently in conversations.
To determine if participation ...
Computer-Supported Collaborative Learning (CSCL) has been shown
to enhance learning by promoting peer interactions. With the support of collaborative
learning flow patterns (CLFP), the collaboration process within the socalled
CSCL macro-scripts can be further structured and constrained. However,
social dynamics within tasks, even within scripts, have the potential to hinder the
collaborative element as students might not participate sufficiently in conversations.
To determine if participation in discussions between students was balanced
within a CSCL script we analysed data from an implementation of the Pyramid
CLFP. The data showed that student participation varied across different groups,
with some groups and students not initiating conversation between them. Socially
shared regulation is a social form of regulation where students regulate
their learning as a group rather than as individuals through the means of discussion,
negotiation, and perspective taking. As research has shown that for collaborative
learning to be successful students need to engage in fruitful discussions
and support each other to regulate their learning, we propose the implementation
of a social awareness feature mirroring group participation through learning analytics
in a CLFP tool (PyramidApp) to promote socially shared regulated learning.
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