Vrieling-Teunter Emmy, Henderikx Maartje, Nadolski Rob, Kreijns Karel
Faculty of Educational Sciences, Open Universiteit, Heerlen, Netherlands.
Front Psychol. 2022 Apr 25;13:793798. doi: 10.3389/fpsyg.2022.793798. eCollection 2022.
A plethora of studies stress students' self-regulated learning (SRL) skills to be conditional for successful learning in school and beyond. In general, self-regulated learners are actively engaged in constructing their own understanding also including the regulation of contextual features in the environment. Within the contextual features, the regulation of peer interaction is necessary, because college courses increasingly require peer learning. This goes along with the increasing interest for online learning settings, due in no small part to the recent COVID-19 pandemic. In the present study we explore how social presence (i.e., the degree to which the other person is perceived as physical "real"), social space (i.e., trust building between peers) and sociability (i.e., the degree to which the virtual learning environment supports social presence and social space) are essential elements in the regulation of online peer interaction. To shed light in this matter, higher education students were qualitatively followed for 1 year in an online academic writing course by using retrospective interviews ( = 7) and reflective questions ( = 62). Additionally, for social presence, students' perceptions were quantitatively measured with a validated questionnaire ( = 41). The results show that the planning phase is the most important phase for supporting students' social presence because that is where the regulation of peer interaction becomes important. The sociability has an important role here as well becoming less prominent further on in the self-regulation process. In the SRL follow-up phases, students look for other ways to increase their social presence and social space in order to shape the regulation of peer interaction from a position of trust. In the evaluation phase, students are aware of the importance of social presence but less of social space for the regulation of peer interaction. We conclude with some design principles to facilitate students' regulation of peer interaction in online settings.
大量研究强调，学生的自我调节学习（SRL）技能是在学校及其他场合成功学习的条件。一般来说，自我调节学习者积极参与构建自己的理解，这也包括对环境中情境特征的调节。在情境特征中，对同伴互动的调节是必要的，因为大学课程越来越需要同伴学习。这与对在线学习环境的兴趣日益增加相伴而生，这在很大程度上归因于最近的新冠疫情。在本研究中，我们探讨社交临场感（即他人被感知为身体上“真实”的程度）、社交空间（即同伴之间的信任建立）和社交性（即虚拟学习环境支持社交临场感和社交空间的程度）如何成为在线同伴互动调节中的关键要素。为了阐明这一问题，通过回顾性访谈（n = 7）和反思性问题（n = 62），对高等教育学生在一门在线学术写作课程中进行了为期1年的定性跟踪研究。此外，对于社交临场感，用一份经过验证的问卷对学生的感知进行了定量测量（n = 41）。结果表明，规划阶段是支持学生社交临场感的最重要阶段，因为在这个阶段同伴互动的调节变得至关重要。社交性在这里也起着重要作用，不过在自我调节过程的后期其重要性会降低。在SRL后续阶段，学生们会寻找其他方式来增加他们的社交临场感和社交空间，以便从信任的角度来塑造同伴互动的调节。在评估阶段，学生们意识到社交临场感对同伴互动调节的重要性，但对社交空间的重要性认识不足。我们最后提出了一些设计原则，以促进学生在在线环境中对同伴互动的调节。
