The Future of Education

As a mode of computer-supported collaborative learning (CSCL), Collaborative Problem Solving (CPS) fosters the development of learners' metacognition, collaboration, and cognitive skills [1]. However, the mere presence of technology does not guarantee successful collaboration, as the effectiveness of CSCL involves complex interactions with various variables [2]. One significant variable is Socially Shared Regulation (SSR). Preliminary results indicate that the multifaceted aspects of SSR may relate to different learning performances [3]. Therefore, research is needed to adopt a process-oriented perspective on time-bound evaluations in collaborative learning to gain insights into the dynamics of SSR [4]. This empirical study investigates the contributions of speech recordings and process mining to promoting successful CPS learning assisted by CSCL scripts in authentic classrooms. From the perspective of SSR, the study presents regulator profiles of groups based on their adoption ratio of deep-level SSR behaviors and task completion scores during an authentic engineering practice course. Group oral dialogues were collected, and methods combining clustering and process mining were employed. The results identified three regulation profiles: "high deep-SSR-behaviors-ratio high task-completion" (Cluster 1), "low deep-SSR-behaviors-ratio high task-completion" (Cluster 2), and "high deep-SSR-behaviors-ratio low task-completion" (Cluster 3). By examining Clusters 1 and 2 (which shared similar task performance), this study further explored the dynamic characteristics of groups' SSR behaviors to explain the emergence of an adaptive, group-organizing system during the authentic CPS process assisted by CSCL scripts. These findings offer educators and designers valuable strategies for fostering effective CPS and SSR dynamics in real-world CPS environments, ultimately improving the overall effectiveness of CPS.

Keywords: Computer Supported collaborative learning, collaborative problem solving, process mining, Collaborative Problem Solving, Computer-Supported Collaborative Learning, Socially Shared Regulation, Process Mining, Group Dynamics 

REFERENCES

[1] Fiore S. M., Graesser A., Greif S., “Collaborative problem-solving education for the twenty-first-century workforce”, Nature Human Behaviour, 2018, 2(6), 367.

[2] Jeong H., Hmelo-Silver C. E., Jo K., “Ten years of computer-supported collaborative learning: A meta-analysis of CSCL in STEM education during 2005–2014”, Educational Research Review, 2019, 28, 100284.

[3] De Backer L., Van Keer H., Valcke M., “The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content”, Learning and Instruction, 2022, 77, 101527.

[4] Zabolotna K., Malmberg J., Järvenoja H., “Examining the interplay of knowledge construction and group-level regulation in a computer-supported collaborative learning physics task”, Computers in Human Behavior, 2023, 138, 107494.