About: Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

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About: Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use Goto Sponge NotDistinct Permalink

An Entity of Type : schema:ScholarlyArticle, within Data Space : wasabi.inria.fr associated with source document(s)

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type	Academic Article research paper schema:ScholarlyArticle
isDefinedBy	Covid-on-the-Web dataset
title	Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use
Creator	Dresel, Markus Greisel, Martin Kollar, Ingo Melzner, Nadine
topic	covid:5364454e3ab447c9a34e2aedb3bbc4880d05cc09#this
source	Medline; PMC
abstract	Very often, university students deliberately form self-organized study groups, e.g. to study collaboratively for an upcoming exam. Yet, very little is known about what regulation problems such self-organized study groups encounter during their learning process and how they try to cope with these problems. Therefore, this study investigates how completely self-organized groups (i.e., non-guided groups outside the classroom that form without external impulse) regulate their collaborative learning process when faced with different kinds of regulation problems. More specifically, we tested the hypotheses that members of self-organized study groups are more satisfied with their group learning experience (a) the more homogeneous their problem perceptions are within their group, (b) the more they apply immediate (rather than non-immediate) strategies to remedy their regulation problems, and (c) the more frequently they apply regulation strategies. In a longitudinal study, N = 122 students, voluntarily studying for their exams in N = 52 groups, were asked to indicate the types of problems they experienced, the types of strategies they used to tackle those problems, and their satisfaction with their group learning experience after each of their self-organized study meetings. Hierarchical linear modeling confirmed all hypotheses. Qualitative analysis of two selected groups’ self-reported situational data provided additional insights about the mechanisms that may have contributed to the results. Our study provides important directions for future research, including the recommendation to identify the processes by which groups (a) can reach homogeneity of problem perceptions and (b) coordinate the choice of appropriate strategies within the group.
has issue date	2020-07-01(xsd:dateTime)
bibo:doi	10.1007/s11412-020-09323-5
bibo:pmid	32837406
has license	no-cc
sha1sum (hex)	5364454e3ab447c9a34e2aedb3bbc4880d05cc09
schema:url	https://doi.org/10.1007/s11412-020-09323-5
resource representing a document's title	Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use
has PubMed Central identifier	PMC7328647
has PubMed identifier	32837406
schema:publication	Int J Comput Support Collab Learn
resource representing a document's body	covid:5364454e3ab447c9a34e2aedb3bbc4880d05cc09#body_text
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