Table Of ContentPerspectives on Rethinking and Reforming Education
Lanqin Zheng
Knowledge Building
and Regulation in
Computer-Supported
Collaborative Learning
Perspectives on Rethinking and Reforming
Education
Series editors
Zhongying Shi, Beijing Normal University, Beijing, China
Shengquan Yu, Beijing Normal University, Beijing, China
Thisbookseriesbringstogetherthelatestinsightsandworkregardingthefutureof
educationfromagroup ofhighlyregardedscholarsaround theworld.It isthefirst
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how the whole education process can be reformed and restructured, including the
main drivers and principles for reinventing schools in the global knowledge
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level,anewpedagogyandrelatedcurriculumsforthe21stcentury,thetransitionto
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Lanqin Zheng
Knowledge Building
and Regulation
in Computer-Supported
Collaborative Learning
123
LanqinZheng
Faculty of Education
Beijing NormalUniversity
Beijing
China
ISSN 2366-1658 ISSN 2366-1666 (electronic)
Perspectives onRethinking andReforming Education
ISBN978-981-10-1970-8 ISBN978-981-10-1972-2 (eBook)
DOI 10.1007/978-981-10-1972-2
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Foreword
Many years ago, individual learning was the motto of learning. However, since
computersandnetworksappeared,more andmoreattentionhasbeenpaid tothese
for learning and social interactions. Consequently, collaborative learning has
become the main strain of learning in the field of education. So far, collaborative
learning has been widely adopted in elementary, secondary, and higher education.
With the development of technology, a new field of computer-supported col-
laborativelearning(CSCL)emerged.PerhapsamajorconcernofCSCLcenterson
how people learn together via computers. Furthermore, the core value of CSCL
focuses on human growth and development through co-constructing knowledge,
skills, emotions, attitudes, and values. However, participants have to regulate
themselves during collaborative learning due to various conflicts of cognitions,
emotions, attitudes, and behaviors. Thus, it is very necessary to discover how
participants collaboratively build knowledge and jointly regulate themselves.
This book highlights the methodological approaches to analyzing knowledge
building as well as the importance of socially shared regulation in collaborative
learning. How do you objectively analyze knowledge building processes and out-
comes in collaborative learning? What methods or techniques can be adopted to
analyze and promote socially shared regulation? What modes of collaborative
learning can be appropriately applied in elementary and higher education? These
are precisely the questions that this book can help to answer.
It is an honor to have such a timely and comprehensive monograph written by
Dr. Lanqin Zheng. Dr. Lanqin Zheng made great efforts in validating the new
analysis method as well as exploring how to make use of collaborative learning
through her own experiences. I believe that the topics of this book are useful not
only for researchers but also for practitioners. For researchers, Chaps. 1–6 may be
v
vi Foreword
of interest because these demonstrate the new analysis method and new perspec-
tives. For practitioners, Chaps. 7–10 may be of most interest since these provide
practical guidelines and examples of CSCL practices. Hopefully the readers can
benefit a lot from this book.
Prof. Ronghuai Huang
Preface
Collaborative learning has been widely adopted in the field of education. The
advantages of collaborative learning have been well documented in the literature.
This book centers on two crucial issues of collaborative learning. One is collabo-
rative knowledge building, another is co-regulation and socially shared regulation.
Successful collaborative learning depends on whether group members can
co-construct knowledge as well as jointly regulate motivation, emotion, cognition,
and behavior or not. This book aims to analyze collaborative knowledge building
from the perspective of information flows and promotes co-regulation and socially
shared regulation during collaborative learning. This book is structured into three
parts.
Part I
Thefirstpartofthisbookconsistsofthreechapters.Thispartfocusesonanalysisof
collaborative knowledge building from the perspective of information flows.
Chapter 1 proposes a new method to analyze the processes and outcomes of col-
laborativeknowledgebuilding.Thismethodhasbeenvalidatedby497participants
in both face-to-face and online collaborative learning. Chapter 2 aims to analyze
knowledge elaboration based on a knowledge map approach. The indicator of
measuring knowledge elaboration has been validated by 527 participants in
face-to-faceandonlinecollaborativelearningenvironments.Chapter3analyzesand
validatesthealgorithmofknowledgeconvergenceby192participantsinanonline
collaborative learning environment.
Part II
The second part of this book consists of three chapters. This part focuses on
analysis of co-regulation and socially shared regulation in collaborative learning.
Self-regulated learning is not included in this part because regulation in a
vii
viii Preface
collaborative learning context mainly refers to co-regulation and socially shared
regulation. Chapter 4 focuses on analysis of co-regulation behavioral patterns
through a cluster and sequential analysis method in a CSCL environment. In
addition to co-regulation, socially shared regulation is very crucial for successful
and productive collaborative learning. Chapter 5 analyzes how group members
collectivelyregulatethemselvesinacollaborativelearningenvironment.Chapter6
aimstopromotecollectiveefficacy,groupcohesion,andcollectiveregulatoryskills
through a socially shared regulation mechanism.
Part III
The third part of this book consists of four chapters. This part shares four case
studies closely related to collaborative learning. In Chap. 7, the author shares how
to promote productive collaborative learning through co-constructions of concept
maps. InChap. 8, theauthor seeks torevisethe traditional jigsaw method tomake
collaborative learning more structured and productive. In Chap. 9, the author has
developed peer assessment APP to facilitate real-time feedback and to engage
studentsincollaborativelearning.InChap.10,theauthorshareshowcollaborative
inquiry learning is performed among four elementary schools over three months.
Beijing, China Lanqin Zheng
Acknowledgements
This book is funded by the 2015 Comprehensive Discipline Construction Fund
oftheFacultyofEducation,BeijingNormalUniversity.Thisbookisalsosupported
by the youth project for pedagogy of the National Social Science Fund of China,
2014: “The empirical study on the assessment and intervention of adaptive regu-
lation for college students” (CCA140154).
I would like to express my gratitude to all those who provided support and
help.VeryspecialthanksgotoProf.RonghuaiHuangwhodirectedmetothefield
ofcollaborativelearning.Hehasprovidedsupportenablingmetoconductresearch
on collaborative learning. I truly appreciate Prof. Kaicheng Yang who has guided
me towards analyzing collaborative learning processes from the perspective of
information flows. I would like to express my gratitude to Miao Zhang, Swetha
Sethuraman, Tianran Chen, and their colleagues who have facilitated the publica-
tion of this book. Sincere thanks go to my master’s students, Xin Li, Fengying
Chen,MiaoLiang,andJunhuiYuwhohelpedmetocollectandanalyzedata.There
ismuchsupporttobegratefulforcomingfrommyfamily,myfather,myhusband,
and my lovely son. My loving thanks to you!
I am very proud to present my first monograph that I have written in English.
Iamconvincedthatmyeffortswillcontributetograspingthevalueofcollaborative
learning and will improve the quality of learning for our children and for us.
Beijing, China Lanqin Zheng
ix
