Self-Regulated Learning and Social-Regulated Learning in a Community of Inquiry
Presentation at ECER 2014 Porto The Community of Inquiry (CoI) model and framework is one of the most researched models of online education since the last decade. It states that on online educational collaborative constructivist experience is a product of three elements of the learning community: Social Presence, Cognitive Presence and Teaching Presence. Trying to account for the occurrence of interactions expressing learners' self-regulation processes, a forth element has been proposed: Learning Presence. However, this pretension for a forth Presence has been contested by other researchers that are developing a construct to measure Metacognition. They claim that in a CoI there is not only self-regulated learning but also social-regulated learning and their metacognitive construct addresses both these dimensions of learning regulation but has not a Presence status. We will present the debate about this eventual forth CoI Presence and the research framework to study individual and social processes of learning regulation in an online course. Through content analysis of interactions and students' interviews we will compare evidence from individual and social learning regulation to find which is predominant.
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Self-Regulated Learning and Social-Regulated Learning in a Community of Inquiry
- 1. Self-Regulated Learning and Social- Regulated Learning in a Community of Inquiry João Paz Fernando Luís Santos Instituto Piaget 5 September 2014 1
- 2. Topics • Introduction • The Community of Inquiry framework • Social, Cognitive and Teaching Presence • A place for Learning Regulation in the CoI? • A study project: Learning Regulation in a Community of Inquiry 5 September 2014 2
- 3. The Community of Inquiry framework • Learning in a virtual community – Social Structure – Social Learning – Virtual Learning Environment – Written and asynchronous interaction (discussion foruns) 5 September 2014 3
- 4. The Community of Inquiry framework • Community of Inquiry – Educational Community – Collaborative and critical – Higher-Order Learning Outcomes – Social Interdepence but Cognitive Independence 5 September 2014 4
- 5. Social, Cognitive and Teaching Presence 5 September 2014 5
- 6. A place for Learning Regulation in the CoI? 5 September 2014 6 SRL CoI
- 7. A place for Learning Regulation in the CoI? • 2010-13 Shea et al – Study interactions in whole courses – Interactions in group work not codable by the CoI framework (learner self- and co-regulatory processes) – Student ≠ Teacher role – Extend the model : Learning Presence – Coding Scheme of LP based on Zimmerman SRL phases: Forethought, Performance (Monitoring and Strategy Use) and Reflection 5 September 2014 7
- 8. A place for Learning Regulation in the CoI? Shea, P. et al. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. The Internet and Higher Education, 15(2), 89–95. doi:10.1016/j.iheduc.2011.08.002 5 September 2014 8
- 9. A place for Learning Regulation in the CoI? • 2011-13 Garrison & Akyol – Self-Directed Learning and Metacognition already in CoI (2003) – Not only Self- but mainly Co-Regulation of Learning – Student ↔Teacher all actors exert 3 presences – Place for a Metacognition (including regulation) Construct but not a forth Presence – Metacognition construct (Knowledge of Cognition, Monitoring of Cognition, Regulation of Cognition) 5 September 2014 9
- 10. A place for Learning Regulation in the CoI? Akyol, Z., & Garrison, R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183–190. doi:10.1016/j.iheduc.2011.01.0 05 5 September 2014 10
- 11. A place for Learning Regulation in the CoI? Issues • Regulated Learning or Regulation of Learning? • Co-Regulation → (Distributed) Teaching Presence? • How ≠ (Stds) Teaching Presence /Collaborative Learning ? 5 September 2014 11
- 12. A study project: Learning Regulation in a CoI • "We must move beyond self-regulated student behavior in a socially shared learning environment. The basic issue is that we must consider the dynamic relationship of self and co-regulation of learning concurrently." Garrison, R., & Akyol, Z. (2013). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 17, 84–89. doi:10.1016/j.iheduc.2012.11.005 5 September 2014 12
- 13. A study project: Learning Regulation in a CoI 5 September 2014 13 • Some Previous Studies – Indicators related to SRL at a social level were more frequent than indicators showing SRL at individual level Dettori, G. & Persico, D. (2008). Using Interaction Analysis to Reveal Self-Regulated Learning in Virtual Communities. In P. Dillenbourg & M. Specht (Eds.), Third European Conference on Technology Enhanced Learning, EC-TEL 2008. Springer. doi:10.1007/978-3-540- 87605-2_1
- 14. A study project: Learning Regulation in a CoI • Case study of a CoI course • Research questions – Which form of Learning Regulation is predominant? – How do SRL and CoRL evolve along the course? – How do SRL and CoRL relate to each other? 5 September 2014 14 • Tools – Content Analysis of Interactions – Interviews
- 15. Thank you! João Paz http://about.me/joaopaz Fernando Luís Santos http://goo.gl/PVo4qL 5 September 2014 15