共享调节:一种新的协作学习研究与实践框架
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摘要
协作学习不仅需要关注知识的共同建构,同时也要重视共享调节的发展与维持过程,以促进学习者共享调节意识、策略及能力的发展。在协作学习过程中,学习者通过自我调节、合作调节和共享调节三个不同层次的方法调节学习,其中,共享调节为协作学习提供了新的研究和实践框架。这一领域的文献回顾显示,近年来学界对共享调节的研究,关注于共享元认知、共享动机和情感等调节内容,以及调节的时间序列、调节发生的条件和过程,调节存在的障碍等问题。根据典型的实践案例,梳理的各类基于个人和集体的共享调节活动,构成了共享调节课堂的重要组成元素。以一门中学STEAM课程的解释为例,该案例清晰地展现出共享调节教学的特点,以及共享调节如何应用于具体的协作学习情境的过程。通过从共享认知、任务冲突、共享元认知和共享情感动机四个维度,对案例实施进行评价的结果表明:面向共享调节的协作学习,能够加强学习过程中的任务理解、计划、监控和反思,促进学习者更高层次的共享调节能力和协作技能的发展。
The study of collaborative learning not only needs to pay attention to the knowledge construction, but also needs to focus on the development and maintenance process of shared regulation in order to promote the development of learners' regulation consciousness, strategy and ability. In the process of collaborative learning, learners regulates the learning process at three different levels: self-regulation, co-regulation and shared regulation, while shared regulation provides a new research and practice framework for collaborative learning. Through literature review, it is found out that the recent study of shared regulation focuses on the shared metacognition, shared motivation and emotion, as well as the time sequence, the conditions and process of shared regulation, and the existing obstacles of regulation. According to the typical cases, this paper goes overall kinds of shared regulation activities based on individual and collective learning, which are important components of the shared regulation class. Taking a high school STEAM course as an example, this study explains the characteristics of shared regulation teaching and how shared regulation can be applied to specific collaborative learning situations, and evaluates the implementation of shared learning from four dimensions, which include shared cognition, task conflict, shared metacognition and shared emotional motivation. The research shows that collaborative learning oriented to shared regulation can promote learners' task understanding, planning, monitoring and reflection, and promote the development of learners' shared regulation ability and collaboration skills to a higher level.
The study of collaborative learning not only needs to pay attention to the knowledge construction, but also needs to focus on the development and maintenance process of shared regulation in order to promote the development of learners' regulation consciousness, strategy and ability. In the process of collaborative learning, learners regulates the learning process at three different levels: self-regulation, co-regulation and shared regulation, while shared regulation provides a new research and practice framework for collaborative learning. Through literature review, it is found out that the recent study of shared regulation focuses on the shared metacognition, shared motivation and emotion, as well as the time sequence, the conditions and process of shared regulation, and the existing obstacles of regulation. According to the typical cases, this paper goes overall kinds of shared regulation activities based on individual and collective learning, which are important components of the shared regulation class. Taking a high school STEAM course as an example, this study explains the characteristics of shared regulation teaching and how shared regulation can be applied to specific collaborative learning situations, and evaluates the implementation of shared learning from four dimensions, which include shared cognition, task conflict, shared metacognition and shared emotional motivation. The research shows that collaborative learning oriented to shared regulation can promote learners' task understanding, planning, monitoring and reflection, and promote the development of learners' shared regulation ability and collaboration skills to a higher level.
引文
[1]Law N,Rose C P,Cress U,et al.Different technologies,methodologies and epistemologies-is CSCL a community or communities?[J]International Journal of Computer-Supported Collaborative Learning,2018,13(2):131-136.
[2]Heimbuch S,Ollesch L,Bodemer D.Comparing effects of two collaboration scripts on learning activities for wiki-based environments[J].International Journal of Computer-Supported Collaborative Learning,2018:1-27.
[3]Reis R C D,Isotani S,Rodriguez C L,et al.Affective states in computer-supported collaborative learning:Studying the past to drive the future[J].Computers&Education,2018,120:29-50.
[4]Heimbuch S,Ollesch L,Bodemer D.Comparing effects of two collaboration scripts on learning activities for wiki-based environments[J].International Journal of Computer-Supported Collaborative Learning,2018:1-27.
[5]Kirschner P A,Merrinboer J J G.Do learners really know best?Urban legends in education[J].Educational Psychologist,2013,48(3):169-183.
[6]Stahl G.Group practices:A new way of viewing CSCL[J].International Journal of Computer-Supported Collaborative Learning,2017,12(1):113-126.
[7]Ludvigsen S,Cress U,Law N,et al.Future direction for the CSCLfield:Methodologies and eight controversies[J].International Journal of Computer-Supported Collaborative Learning,2017,12(4):337-341.
[8][24]JǎrvelǎS,Hadwin A F.New frontiers:Regulating learning in CSCL[J].Educational Psychologist,2013,48(1):25-39.
[9]Zimmerman B J.Investigating self-regulation and motivation:Historical background,methodological developments,and Future prospects[J].American Educational Research Journal,2008,45(1):166-183.
[10]Hurme T R,Merenluoto K,J覿rvel覿S.Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty:A case study[J].Educational Research and Evaluation,2009,15(5):503-524.
[11]Saab N.Team regulation,regulation of social activities or co-regulation:Different labels for effective regulation of learning in CSCL[J]Metacognition&Learning,2012,7(1):1-6.
[12]J覿rvel覿S,J覿rvenoja H,Malmberg J,et al.Exploring sociallyshared regulation in the context of collaboration[J].Journal of Cognitive Education&Psychology,2013,12(3).
[13]Pintrich P R.The role of goal orientation in self-regulated learning[M]//Boekaerts M,Pintrich P R,Zeidner M.Handbook of self-regulation:Theory,Research and Applications.San Diego,CA:Academic Press,2000:451-502.
[14]Zimmerman B J,Boekarts M,Pintrich P R,et al.A social cognitive perspective[J].Handbook of Self-regulation,2000,13(1):695-716.
[15]Winne P H,Perry N E.Measuring self-regulated learning[M]//Boekaerts M,Pintrich P R,Zeidner M.Handbook of Self-regulation.Orlando,FL:Academic Press,2000:531-566.
[16]列夫·维果茨基.社会中的心智:高级心理过程的发展[M].麻彥坤译.北京:北京师范大学出版社,2018.
[17]Volet S,Summers M,Thurman J.High-level co-regulation in collaborative learning:How does it emerge and how is it sustained?[J].Learning and Instruction,2009,19(2):128-143.
[18]J覿rvel覿S,Volet S,J覿rvenoja H.Research on motivation in collaborative learning:Moving beyond the cognitive-situative divide and combining individual and social processes[J].Educational Psychologist,2010,45(1):15-27.
[19]Decuyper S,Dochy F,Piet V D B.Grasping the dynamic complexity of team learning:An integrative model for effective team learning in organisations[J].Educational Research Review,2010,5(2):111-133.
[20]Hadwin A F,J覿rvel覿S,Miller M.Self-regulated,co-regulated,and socially shared regulation of learning[J].Handbook of Self-regulation of Learning and Performance,2011,30:65-84.
[21]郑兰琴,李欣.调节性学习的发展:模型、支持工具及培养策略[J].现代远程教育研究,2017(2):60-66.
[22]桑学峰.CSCL环境中的社会交互及其促进策略研究[D].南京:南京邮电大学,2015.
[23]J覿rvenoja H,J覿rvel覿S,Malmberg J.Understanding regulated learning in situative and contextual frameworks[J].Educational Psychologist,2015,50(3):204-219.
[25]Baser D,Ozden M Y,Karaarslan H.Collaborative project-based learning:an integrative science and technological education project[J].Research in Science&Technological Education,2017,35(2):1-18.
[26]Fransen J,Weinberger A,Kirschner P A.Team effectiveness and team development in CSCL[J].Educational Psychologist,2013,48(1):9-24.
[27]Borge M,Ong Y S,RoséC P.Learning to monitor and regulate collective thinking processes[J].International Journal of ComputerSupported Collaborative Learning,2018,13(1):61-92.
[28]Backer L D,Keer H V,Valcke M.Socially shared metacognitive regulation during reciprocal peer tutoring:Identifying its relationship with students’content processing and transactive discussions[J].Instructional Science,2015,43(3):323-344.
[29]Brophy J.Developing students’appreciation for what is taught in school[J].Educational Psychologist,2008,43(3):132-141.
[30]J覿rvel覿S,Jarvenoja H.Socially constructed self-regulated learning and motivation regulation in collaborative learning groups[J].Teachers College Record,2011,113(2):350-374.
[31]Bakhtia A,Webster E A,Hadwin A F.Regulation and socio-emotional interactions in a positive and a negative group climate[J].Metacognition and Learning,2017:1-34.
[32]J覿rvel覿S,Kirschner P A,Hadwin A,et al.Socially shared regulation of learning in CSCL:Understanding and prompting individualand group-level shared regulatory activities[J].International Journal of Computer-Supported Collaborative Learning,2016,11:1-18.
[33]J覿rvel覿S,Malmberg J,Koivuniemi M.Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL[J].Learning and Instruction,2016,42:1-11.
[34]Ucan S,Webb M.Social regulation of learning during collaborative inquiry learning in science:How does it emerge and what are its functions?[J].International Journal of Science Education,2015(15):2503-2532.
[35]Malmberg J,J覿rvel覿S,J覿rvenoja H,et al.Promoting socially shared regulation of learning in CSCL:Progress of socially shared regulation among high-and low-performing groups[J].Computers in Human Behavior,2015,52:562-572.
[36]Rogat T K,Linnenbrink G L.Socially shared regulation in collaborative groups:An analysis of the interplay between quality of social regulation and group processes[J].Cognition and Instruction,2011,29(4):375-415
[37]Volet S,Vauras M.Interpersonal regulation of learning and motivation[M].UK:Routledge,2013.
[38]J覿rvel覿S,J覿rvenoja H,Malmberg J,et al.How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?[J].Learning&Instruction,2016,43:39-51.
[39]Ludvigsen S,Cress U,Law N,et al.Multiple forms of regulation and coordination across levels in educational settings[J].International Journal of Computer-Supported Collaborative Learning,2018,13(4):1-6.
[40]Kim D,Lim C.Promoting socially shared metacognitive regulation in collaborative project-based learning:A framework for the design of structured guidance[J].Teaching in Higher Education,2017(2):1-18.
[41]陈向东.新媒体环境下的社会性阅读:理论与实践[M].长春:吉林大学出版社,2018.
[42]Hadwin A F,Bakhtiar A,Miller M.Challenges in online collaboration:Effects of scripting shared task perceptions[J].International Journal of Computer-Supported Collaborative Learning,2018(3):301-329.
[43][49][50]罗淳.协作学习中的共享任务理解研究[D].上海:华东师范大学,2018.
[44]N覿ykki P,Isoh覿t覿l覿J,J覿rvel覿S,et al.Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script-an exploratory study[J].International Journal of Computer-Supported Collaborative Learning,2017,12(1):1-29.
[45]Miller M,Hadwin A.Scripting and awareness tools for regulating collaborative learning:Changing the landscape of support in CSCL[J].Computers in Human Behavior,2015,52:573-588.
[46]李小涛,高海燕,邹佳人,等.“互联网+”背景下的STEAM教育到创客教育之变迁---从基于项目的学习到创新能力的培养[J].远程教育杂志,2016(1):28-36.
[47]余胜泉,胡翔.STEM教育理念与跨学科整合模式[J].开放教育研究,2015(4):13-22.
[48]Volet S.Significance of Cultural and Motivation Variables on Students’Attitudes Towards Group Work[J].Journal of Urology,2001,188(5):1816-1821.
[2]Heimbuch S,Ollesch L,Bodemer D.Comparing effects of two collaboration scripts on learning activities for wiki-based environments[J].International Journal of Computer-Supported Collaborative Learning,2018:1-27.
[3]Reis R C D,Isotani S,Rodriguez C L,et al.Affective states in computer-supported collaborative learning:Studying the past to drive the future[J].Computers&Education,2018,120:29-50.
[4]Heimbuch S,Ollesch L,Bodemer D.Comparing effects of two collaboration scripts on learning activities for wiki-based environments[J].International Journal of Computer-Supported Collaborative Learning,2018:1-27.
[5]Kirschner P A,Merrinboer J J G.Do learners really know best?Urban legends in education[J].Educational Psychologist,2013,48(3):169-183.
[6]Stahl G.Group practices:A new way of viewing CSCL[J].International Journal of Computer-Supported Collaborative Learning,2017,12(1):113-126.
[7]Ludvigsen S,Cress U,Law N,et al.Future direction for the CSCLfield:Methodologies and eight controversies[J].International Journal of Computer-Supported Collaborative Learning,2017,12(4):337-341.
[8][24]JǎrvelǎS,Hadwin A F.New frontiers:Regulating learning in CSCL[J].Educational Psychologist,2013,48(1):25-39.
[9]Zimmerman B J.Investigating self-regulation and motivation:Historical background,methodological developments,and Future prospects[J].American Educational Research Journal,2008,45(1):166-183.
[10]Hurme T R,Merenluoto K,J覿rvel覿S.Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty:A case study[J].Educational Research and Evaluation,2009,15(5):503-524.
[11]Saab N.Team regulation,regulation of social activities or co-regulation:Different labels for effective regulation of learning in CSCL[J]Metacognition&Learning,2012,7(1):1-6.
[12]J覿rvel覿S,J覿rvenoja H,Malmberg J,et al.Exploring sociallyshared regulation in the context of collaboration[J].Journal of Cognitive Education&Psychology,2013,12(3).
[13]Pintrich P R.The role of goal orientation in self-regulated learning[M]//Boekaerts M,Pintrich P R,Zeidner M.Handbook of self-regulation:Theory,Research and Applications.San Diego,CA:Academic Press,2000:451-502.
[14]Zimmerman B J,Boekarts M,Pintrich P R,et al.A social cognitive perspective[J].Handbook of Self-regulation,2000,13(1):695-716.
[15]Winne P H,Perry N E.Measuring self-regulated learning[M]//Boekaerts M,Pintrich P R,Zeidner M.Handbook of Self-regulation.Orlando,FL:Academic Press,2000:531-566.
[16]列夫·维果茨基.社会中的心智:高级心理过程的发展[M].麻彥坤译.北京:北京师范大学出版社,2018.
[17]Volet S,Summers M,Thurman J.High-level co-regulation in collaborative learning:How does it emerge and how is it sustained?[J].Learning and Instruction,2009,19(2):128-143.
[18]J覿rvel覿S,Volet S,J覿rvenoja H.Research on motivation in collaborative learning:Moving beyond the cognitive-situative divide and combining individual and social processes[J].Educational Psychologist,2010,45(1):15-27.
[19]Decuyper S,Dochy F,Piet V D B.Grasping the dynamic complexity of team learning:An integrative model for effective team learning in organisations[J].Educational Research Review,2010,5(2):111-133.
[20]Hadwin A F,J覿rvel覿S,Miller M.Self-regulated,co-regulated,and socially shared regulation of learning[J].Handbook of Self-regulation of Learning and Performance,2011,30:65-84.
[21]郑兰琴,李欣.调节性学习的发展:模型、支持工具及培养策略[J].现代远程教育研究,2017(2):60-66.
[22]桑学峰.CSCL环境中的社会交互及其促进策略研究[D].南京:南京邮电大学,2015.
[23]J覿rvenoja H,J覿rvel覿S,Malmberg J.Understanding regulated learning in situative and contextual frameworks[J].Educational Psychologist,2015,50(3):204-219.
[25]Baser D,Ozden M Y,Karaarslan H.Collaborative project-based learning:an integrative science and technological education project[J].Research in Science&Technological Education,2017,35(2):1-18.
[26]Fransen J,Weinberger A,Kirschner P A.Team effectiveness and team development in CSCL[J].Educational Psychologist,2013,48(1):9-24.
[27]Borge M,Ong Y S,RoséC P.Learning to monitor and regulate collective thinking processes[J].International Journal of ComputerSupported Collaborative Learning,2018,13(1):61-92.
[28]Backer L D,Keer H V,Valcke M.Socially shared metacognitive regulation during reciprocal peer tutoring:Identifying its relationship with students’content processing and transactive discussions[J].Instructional Science,2015,43(3):323-344.
[29]Brophy J.Developing students’appreciation for what is taught in school[J].Educational Psychologist,2008,43(3):132-141.
[30]J覿rvel覿S,Jarvenoja H.Socially constructed self-regulated learning and motivation regulation in collaborative learning groups[J].Teachers College Record,2011,113(2):350-374.
[31]Bakhtia A,Webster E A,Hadwin A F.Regulation and socio-emotional interactions in a positive and a negative group climate[J].Metacognition and Learning,2017:1-34.
[32]J覿rvel覿S,Kirschner P A,Hadwin A,et al.Socially shared regulation of learning in CSCL:Understanding and prompting individualand group-level shared regulatory activities[J].International Journal of Computer-Supported Collaborative Learning,2016,11:1-18.
[33]J覿rvel覿S,Malmberg J,Koivuniemi M.Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL[J].Learning and Instruction,2016,42:1-11.
[34]Ucan S,Webb M.Social regulation of learning during collaborative inquiry learning in science:How does it emerge and what are its functions?[J].International Journal of Science Education,2015(15):2503-2532.
[35]Malmberg J,J覿rvel覿S,J覿rvenoja H,et al.Promoting socially shared regulation of learning in CSCL:Progress of socially shared regulation among high-and low-performing groups[J].Computers in Human Behavior,2015,52:562-572.
[36]Rogat T K,Linnenbrink G L.Socially shared regulation in collaborative groups:An analysis of the interplay between quality of social regulation and group processes[J].Cognition and Instruction,2011,29(4):375-415
[37]Volet S,Vauras M.Interpersonal regulation of learning and motivation[M].UK:Routledge,2013.
[38]J覿rvel覿S,J覿rvenoja H,Malmberg J,et al.How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?[J].Learning&Instruction,2016,43:39-51.
[39]Ludvigsen S,Cress U,Law N,et al.Multiple forms of regulation and coordination across levels in educational settings[J].International Journal of Computer-Supported Collaborative Learning,2018,13(4):1-6.
[40]Kim D,Lim C.Promoting socially shared metacognitive regulation in collaborative project-based learning:A framework for the design of structured guidance[J].Teaching in Higher Education,2017(2):1-18.
[41]陈向东.新媒体环境下的社会性阅读:理论与实践[M].长春:吉林大学出版社,2018.
[42]Hadwin A F,Bakhtiar A,Miller M.Challenges in online collaboration:Effects of scripting shared task perceptions[J].International Journal of Computer-Supported Collaborative Learning,2018(3):301-329.
[43][49][50]罗淳.协作学习中的共享任务理解研究[D].上海:华东师范大学,2018.
[44]N覿ykki P,Isoh覿t覿l覿J,J覿rvel覿S,et al.Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script-an exploratory study[J].International Journal of Computer-Supported Collaborative Learning,2017,12(1):1-29.
[45]Miller M,Hadwin A.Scripting and awareness tools for regulating collaborative learning:Changing the landscape of support in CSCL[J].Computers in Human Behavior,2015,52:573-588.
[46]李小涛,高海燕,邹佳人,等.“互联网+”背景下的STEAM教育到创客教育之变迁---从基于项目的学习到创新能力的培养[J].远程教育杂志,2016(1):28-36.
[47]余胜泉,胡翔.STEM教育理念与跨学科整合模式[J].开放教育研究,2015(4):13-22.
[48]Volet S.Significance of Cultural and Motivation Variables on Students’Attitudes Towards Group Work[J].Journal of Urology,2001,188(5):1816-1821.