Metacognition in collaborative learning
Järvelä, Sanna; Malmberg, Jonna; Sobocinski, Marta; Kirschner, Paul A. (2021-10-09)
Järvelä S., Malmberg J., Sobocinski M., Kirschner P.A. (2021) Metacognition in Collaborative Learning. In: Cress U., Rosé C., Wise A.F., Oshima J. (eds) International Handbook of Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning Series, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-65291-3_15
© Springer Nature Switzerland AG 2021. This is a post-peer-review, pre-copyedit version of an article published in International Handbook of Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning Series, vol 19. The final authenticated version is available online at https://doi.org/10.1007/978-3-030-65291-3_15.
https://rightsstatements.org/vocab/InC/1.0/
https://urn.fi/URN:NBN:fi-fe2021120759392
Tiivistelmä
Abstract
Research has shown that metacognition plays a role in collaborative learning. We view metacognition as a central process supporting all modes of regulation (i.e., self-regulation, shared regulation, and co-regulation), as it enables learners to control and adapt their cognition, motivation, emotion, and behavior at both the individual and group levels. Our claim is that metacognitive monitoring and regulation of collaborative learning can help reduce the collaborative/transactive costs in collaboration and, therefore, contributes to success in computer-supported collaborative learning (CSCL). In this chapter, we discuss the role of metacognition in CSCL and broaden the discussion to regulation. Since regulation in CSCL has been studied increasingly, we review the current state of the art in that research and conclude how technological and digital tools could be implemented for studying and supporting metacognition and regulation in CSCL.
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