©2014 ANNA LEE ALL RIGHTS RESERVED ii SOCIALLY SHARED REGULATION IN COMPUTER-SUPPORTED COLLABORATIVE LEARNING By ANNA LEE A Dissertation submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in Education Written under the direction of Angela M. O’Donnell, And approved by ___________________________________ ___________________________________ ___________________________________ ___________________________________ New Brunswick, New Jersey MAY, 2014 ABSTRACT OF THE DISSERTATION Socially Shared Regulation in Computer-Supported Collaborative Learning By ANNA LEE Dissertation Director Dr. Angela M. O’Donnell This dissertation examined how groups in CSCL developed and sustained socially shared regulation, defined as multiple members’ regulation of their collective learning by developing shared goals, shared plans, shared monitoring, and shared evaluation through mutual agreement and other-regulation, referring to a dominant member temporarily facilitating group members’ learning by taking an instructive role to guide the joint activity and others’ understanding in collaborative learning environments (Hadwin & Oshige, 2011; Järvelä & Hadwin, 2013; Rogat & Linnenbrink-Garcia, 2013). The first part of the study used content analysis and adopted a social constructionist lens, revealing the occurrence of socially shared regulatory processes in ii CSCL. Log files from three sessions of 13 undergraduate student groups were analyzed. The first key finding of this study was the identification of seven socially shared regulatory processes (planning and goal setting, scheduling, role assignment, task monitoring, content monitoring, task evaluation, and content evaluation) emerging in CSCL, suggesting that an analytical framework of cognitive regulatory processes in individual self-regulated learning can be applied to collective regulation in CSCL. Second, high quality regulation can be called socially shared regulation in the true sense of the word because multiple members successfully involved their shared regulation by establishing shared plans, shared goals, shared monitoring, and shared meaning of their learning. The second part of the study was a case study using content analysis, social network analysis, and quantitative analysis of group members’ self-report questionnaires. Three group regulation patterns were identified: a socially shared regulation group, a mixed regulation group and an other-regulation group. The key finding was that the socially shared regulation group showed more dynamic social interaction and high quality regulation than the other two groups. The mixed regulation group also demonstrated dynamic social interaction but with the existence of a dominant member. The other-regulation group revealed dyadic social interaction between a dominant member and the rest of the members. This study hopes to provide educators with tangible and practical knowledge of online course design and the implementation of online group discussion. iii TABLE OF CONTENTS ABSTRACT OF THE DISSERTATION ........................................................................... ii TABLE OF CONTENTS ................................................................................................... iv LIST OF TABLES ............................................................................................................ vii LIST OF FIGURES ........................................................................................................... ix CHAPTER 1. INTRODUCTION ....................................................................................... 1 Background of the Problem ............................................................................................ 1 Online Learning ............................................................................................................ 1 Computer-Supported Collaborative Learning ............................................................... 2 Socially Shared Regulation ........................................................................................... 5 Statement of the Problem ............................................................................................... 10 Purpose of the Study .......................................................................................................14 Research Questions ........................................................................................................ 14 Significance.................................................................................................................... 15 CHAPTER 2. REVIEW OF LITERATURE REVIEW .................................................. 17 Theoretical Framework: Social Constructionism .......................................................... 17 Socially Shared Regulation ........................................................................................... 21 Socially Shared Regulation in Three Self-Regulated Learning Approaches .............. 21 Socially Shared Regulation ........................................................................................ 23 Online Group Discussion ............................................................................................... 28 Online Group Discussion as Collaborative Learning Contexts .................................. 28 Socially Shared Regulation in Online Group Discussion ........................................... 29 Socially Shared- and Other-Regulation ......................................................................... 31 CHAPTER 3. METHOD .................................................................................................. 35 Participants ..................................................................................................................... 35 Group Formation ............................................................................................................ 38 Online Learning Environment and Tools ...................................................................... 39 Group Selection ............................................................................................................. 40 Learning Task ................................................................................................................ 44 Data Collection .............................................................................................................. 49 iv Procedure .................................................................................................................... 49 Log Files ..................................................................................................................... 51 Measure .......................................................................................................................... 51 Content Analysis ........................................................................................................ 51 Coding Scheme 1: Socially Shared Regulatory Process ......................................... 51 Coding Scheme 2: High and Low Quality of Regulation ....................................... 53 Coding Scheme 3: Regulation Pattern .................................................................... 54 Self-Report Questionnaires ......................................................................................... 55 Quantitative and Qualitative Analytic Procedures ......................................................... 56 Reliability Analysis Procedures .................................................................................. 56 Social Network Analsis Procedures ............................................................................ 57 Content Analysis Procedures ...................................................................................... 58 CHAPTER 4. RESULTS AND PRELIMINARY DISCUSSION ON SOCIALLY SHARED REGULATION IN CSCL................................................................................ 61 Planning and Goal Setting ............................................................................................. 64 Scheduling...................................................................................................................... 71 Role Assignment ............................................................................................................ 74 Task Monitoring............................................................................................................. 76 Content Monitoring ........................................................................................................ 81 Task Evaluation ............................................................................................................. 89 Content Evaluation......................................................................................................... 90 Summary ........................................................................................................................ 96 CHAPTER 5. RESULTS AND PRELIMINARY DISCUSSION FOR THREE DIFFERENT GROUP REGULATIONS ....................................................................... 100 Social Network Analysis.............................................................................................. 102 Density: Social Interaction Network/Pattern ............................................................ 102 Centrality: Equal Contribution vs. Dominant Contribution ...................................... 104 Content Analysis: Three Group Regulatory Patterns ................................................... 106 Socially Shared Regulation Group (SSRG) .............................................................. 109 Mixed Regulation Group (MRG) .............................................................................. 120 Other-regulation Group (ORG)................................................................................. 130 v Voice from Members: Self-Reflection of the Group's Regulatory Processes............... 138 Descriptive Statistics for the Self-Report Questionnaire .......................................... 138 Three Groups Self-Report Questionnaire Results ..................................................... 139 Socially Shared Regulation Group (SSRG) ........................................................... 139 Mixed Regulation Group (MRG)........................................................................... 140 Other-Regulation Group (ORG) ............................................................................ 141 Reliability ..................................................................................................................... 142 Open-End Question: Perceptions of Quality of Group Interaction .............................. 143 Summary ...................................................................................................................... 146 CHAPTER 6. DISCUSSION ...................................................................................................... 148 Main Findings Related to Research Question 1 ........................................................... 148 Emergence of Socially Shared Regulatory Processes ............................................... 151 The Quality of Regulation ........................................................................................ 154 Socially Shared Regulation and Other-Regulation ................................................... 154 Main Findings Related to Research Question 2 ........................................................... 157 Limitation ..................................................................................................................... 163 Future Direction ........................................................................................................... 164 Theoretical Significance of This Study........................................................................ 166 Practical Significance of This Study ............................................................................ 167 APPENDICES ................................................................................................................ 169 REFERENCES ............................................................................................................... 191 vi LIST OF TABLES 1. INSTRUCTORS’ DESCRIPTIVE INFORMATION 36 2. GROUPS’ MAIN REGULATION PATTERN 41 3. DESCRIPTIVE INFORMATION OF THE THREE GROUPS 43 4. TASK OBJECTIVES 45 5. TARGETED REGULATORY PROCESS OF GUIDING QUESTIONS 46 6. DATA COLLECTION SCHEDULE 50 7. DEFINITIONS AND EXAMPLES OF SOCIALLY SHARED REGULATION 61 8. EXAMPLES OF HIGH AND LOW QUALITY REGULATORY PROCESSES 97 9. DENSITY BY GROUP AND SESSION 103 10. CENTRALITY: THREE GROUP’S EQUAL CONTRIBUTION 105 11. FREQUENCY OF CONTRIBUTION AND REGULATION BY GROUP AND SESSION 108 12. INSTANCES OF REGULATORY PROCESS IN SSRG 110 13. INSTANCES OF REGULATORY PROCESS IN MRG 121 14. INSTANCES OF REGULATORY PROCESS IN ORG 131 15. DESCRIPTIVE STATISTICS OF 13 GROUPS 139 16. DESCRIPTIVE STATISTICS OF SSRG 140 vii 17. DESCRIPTIVE STATISTICS OF ORG 140 18. DESCRIPTIVE STATISTICS OF MRG 141 19. RELIABILITY 142 viii LIST OF FIGURES 1. PLANNING AND GOAL SETTING 65 2. HIGH QUALITY REGULATION OF PLANNING AND GOAL SETTING 1 68 3. HIGH QUALITY REGULATION OF PLANNING AND GOAL SETTING 2 71 4. SCHEDULING 1 71 5. SCHEDULING 2 73 6. LOW QUALITY REGULATION OF ROLE ASSIGNMENT 75 7. HIGH QUALITY REGULATION OF ROLE ASSIGNMENT 76 8. LOW QUALITY REGULATION OF TASK MONITORING 1 77 9. LOW QUALITY REGULATION OF TASK MONITORING 2 78 10. HIGH QUALITY REGULATION OF TASK MONITORING 1 79 11. HIGH QUALIT REGULATION OF TASK MONITORING 2 81 12. LOW QUALITY REGULATION OF CONTENT MONITORING 83 13. HIGH QUALITY REGULATION OF CONTENT MONITORING 1 84 14. HIGH QUALITY REGULATION OF CONTENT MONITORING 2 87 15. HIGH QUALITY REGULATION OF CONTENT MONITORING 3 88 16. LOW QUALITY REGULATION OF CONTENT EVALUATION 92 17. HIGH QUALITY REGULATION OF CONTENT EVALUATION 94 ix