Feedforward‐ or feedback‐based group regulation guidance in collaborative groups.
Background: Collaboration is a crucial concept in learning and has the potential to foster learning. However, the fact that collaborative groups act with a common understanding in a common task brings many difficulties. Therefore, there is a need for group regulation and guidance to support effectiv...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 2; pp. 410 - 437 |
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| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
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Wiley-Blackwell
Apr2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=176012454&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176012454 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2024 vid: 40 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 176012454 172861818 176012454 176012454 10.1111/jcal.12887 176012454 ppf: 410 ppct: 27 formats: tig: atl: Feedforward‐ or feedback‐based group regulation guidance in collaborative groups. aug: au: Yildiz Durak, Hatice affil: Department of Educational Science, Eregli Faculty of Education, Necmettin Erbakan University, Konya, Turkey sug: subj: Feedback Collaboration Learning Methods Academic Performance Evaluation Group Processes Self Regulation Students, College Information Science Computers and Computerization Quasi-Experimental Studies Paired T-Tests Analysis of Covariance Multivariate Analysis Human Male Female Adolescence Young Adult Adult Data Analysis Software Descriptive Statistics Randomized Controlled Trials Random Assignment Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Collaboration is a crucial concept in learning and has the potential to foster learning. However, the fact that collaborative groups act with a common understanding in a common task brings many difficulties. Therefore, there is a need for group regulation and guidance to support effective group regulation in collaborative learning. On the other hand, the focus should be on the effect of group regulation guidance intervention on the improvement of both individual and group performance, modes of motivational regulation strategies, and the progression of group metacognition. Objectives: In this study, group regulation guidance approaches were developed to support the collaborative learning of Computer Science university students. The developed group regulation guidance approach consists of feedback and a feedforward mechanism. The purpose of this study was to examine the effectiveness of these approaches on academic performance, group regulation performance perception, self‐, co‐, and socially shared regulation of intrinsic motivation, and group metacognition levels. Methods: The study was patterned with a quasi‐experimental design. 65 students participated in the study, and various scales were used to collect data. Data were analysed using paired sample t‐tests, analysis of covariance, and multivariate analysis of covariance. Results and Conclusion: According to the research results, academic achievement showed an increase in the experimental groups after the intervention compared with the pre‐intervention. The group in which the feedforward‐supported regulation guidance approach was used showed better learning success. In the group using the feedback‐supported regulation guidance approach, better group regulation, motivational regulation strategies, and group metacognition scores were obtained. Modes of motivational regulation strategies and group metacognition scores differed according to the experimental groups. Implications: While the results provide important clues for teachers and instructional designers, the developed approaches can be used as a framework for different fields. Lay Description: What is already known about this topic: Collaboration has the potential to foster learning.There are many obstacles for collaborative groups to act with a common understanding in a common task.Collaborative learning requires group regulation and guidance to support effective group regulation. What this paper adds: Academic achievement increased in the experimental groups after the intervention.Feedforward‐based group regulation guidance approach provides better learning success.Feedback‐based group regulation guidance approach provides better group regulation and metacognition.Modes of motivational regulation and group metacognition differ according to the groups. Implications for practice and/or policy: Teachers and instructional designers should not only focus on feedback‐based regulation processes, but also consider feedforward processes to ensure academic performance.Feedback and feedforward‐based regulation guidance approach can help computer science students, who gain first‐hand experiences through active participation, to establish more effective social interaction in their professional projects. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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