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

摘要

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 universitv 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, inter-viewed 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.