Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period
Abstract
:1. Introduction
- (1).
- What are the characteristics of regulation focus under the influence of intervention scripts?
- (2).
- What are the levels and behavioral characteristics of CKB under the influence of intervention scripts?
- (3).
- What is the influence mechanism of SoRL on CKB?
2. Materials and Methods
2.1. Participants
2.2. Instruments
2.3. Research Design
2.4. Learning Tasks and Collaborative Learning Design
2.4.1. Shared Metacognitive Knowledge Prompt Script
2.4.2. Shared Metacognitive Control Prompt Script
2.5. Coding Scheme
2.6. Data Collection and Analysis
3. Results
3.1. Features of SoRL Regulation Focus
3.2. Analysis of CKB Level Differences
3.3. CKB Behavior Sequence Analysis
4. Discussion
4.1. Analysis of the Activation of SoRL Intervention on Regulation Focus
4.2. ENA of CKB
4.3. Lag Sequence Analysis of CKB
4.4. The Mechanism of SoRL Promoting CKB
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Regulation Focus | Group | Frequency | M (n = 5) | SD | p |
---|---|---|---|---|---|
Task understanding | Experimental group | 100 | 20 | 15.00 | 0.275 |
Control group | 70 | 14 | 15.17 | ||
Time management | Experimental group | 140 | 28 | 12.55 | 0.011 * |
Control group | 20 | 4 | 4.18 | ||
Content monitoring | Experimental group | 515 | 103 | 112.28 | 0.009 * |
Control group | 60 | 12 | 6.71 | ||
Positive emotion | Experimental group | 145 | 29 | 17.10 | 0.114 |
Control group | 55 | 11 | 4.18 | ||
Negative emotion | Experimental group | 55 | 11 | 11.40 | 0.126 |
Control group | 5 | 1 | 2.24 | ||
Organizing | Experimental group | 85 | 17 | 21.10 | 0.054 |
Control group | 0 | 0 | 0.00 | ||
Atmosphere activation | Experimental group | 820 | 164 | 117.55 | 0.009 * |
Control group | 145 | 29 | 8.94 |
Level | X | Y | ||||
---|---|---|---|---|---|---|
U | p | r | U | p | r | |
CKB1–CKB2 | 148.50 | 0.01 * | 0.46 | 237.50 | 0.41 | 0.14 |
CKB1–CKB3 | 180.00 | 0.03 * | 0.35 | 275.00 | 0.99 | 0.00 |
CKB1–CKB4 | 194.50 | 0.07 | 0.30 | 310.50 | 0.44 | −0.12 |
CKB2–CKB3 | 221.00 | 0.17 | 0.20 | 277.00 | 0.99 | 0.00 |
CKB2–CKB4 | 233.00 | 0.20 | 0.16 | 299.00 | 0.50 | −0.08 |
CKB3–CKB4 | 252.50 | 0.31 | 0.09 | 275.50 | 1.00 | 0.00 |
Level | Experimental Group | Control Group | ||||||
---|---|---|---|---|---|---|---|---|
CKB1 | CKB2 | CKB3 | CKB4 | CKB1 | CKB2 | CKB3 | CKB4 | |
CKB1 | 8.34 | −1.93 | −4.81 | −0.24 | 5.93 | −2.94 | −4.52 | −2.49 |
CKB2 | −3.14 | 3.91 | 4.64 | 1.66 | −4.22 | 5.75 | 1.79 | −1.13 |
CKB3 | −2.46 | 0.76 | 5.88 | −0.61 | −2.9 | −1.2 | 8.04 | 1.24 |
CKB4 | −0.51 | 0.53 | 1.3 | 2.03 | −1.07 | −1.06 | −0.55 | 5.69 |
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Lu, J.; Chen, X.; Wang, X.; Zhong, R.; Wang, H. Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period. Sustainability 2022, 14, 15345. https://doi.org/10.3390/su142215345
Lu J, Chen X, Wang X, Zhong R, Wang H. Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period. Sustainability. 2022; 14(22):15345. https://doi.org/10.3390/su142215345
Chicago/Turabian StyleLu, Jia, Xiaohui Chen, Xiaodan Wang, Rong Zhong, and Hanxi Wang. 2022. "Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period" Sustainability 14, no. 22: 15345. https://doi.org/10.3390/su142215345