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Learning Through Sharing and Regulation: A Case Study of Using Web-Supported Collaborative Learning with Initiation and Self-Regulated Learning

Learning Through Sharing and Regulation: A Case Study of Using Web-Supported Collaborative Learning with Initiation and Self-Regulated Learning

Chia-Wen Tsai, Yi-Fen Chen
Copyright: © 2011 |Volume: 6 |Issue: 1 |Pages: 11
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781613509753|DOI: 10.4018/jwltt.2011010103
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MLA

Tsai, Chia-Wen, and Yi-Fen Chen. "Learning Through Sharing and Regulation: A Case Study of Using Web-Supported Collaborative Learning with Initiation and Self-Regulated Learning." IJWLTT vol.6, no.1 2011: pp.24-34. http://doi.org/10.4018/jwltt.2011010103

APA

Tsai, C. & Chen, Y. (2011). Learning Through Sharing and Regulation: A Case Study of Using Web-Supported Collaborative Learning with Initiation and Self-Regulated Learning. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 6(1), 24-34. http://doi.org/10.4018/jwltt.2011010103

Chicago

Tsai, Chia-Wen, and Yi-Fen Chen. "Learning Through Sharing and Regulation: A Case Study of Using Web-Supported Collaborative Learning with Initiation and Self-Regulated Learning," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 6, no.1: 24-34. http://doi.org/10.4018/jwltt.2011010103

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Abstract

Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher’s initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students’ involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation and SRL in a course titled ‘Applied Information Technology: Networking’ that included 112 sophomores from two classes at an academic university in Taiwan. The class of web-supported CL with initiation and SRL was the experimental group, and online CL without initiation or SRL served the control group. The results illustrate that web-supported CL with initiation and SRL could significantly improve students’ involvement in this course. In addition, interviewed students also expressed their positive appreciation for web-supported CL with initiation and SRL. The authors expect the innovative learning activities and teaching method in this study could provide insights for online teachers.

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