Greisel Martin, Spang Laura, Fett Kerstin, Kollar Ingo
Educational Psychology, University of Augsburg, Augsburg, Germany.
Front Psychol. 2024 Sep 9;15:1351723. doi: 10.3389/fpsyg.2024.1351723. eCollection 2024.
University students frequently prepare for exams or presentations in self-organized study groups. For this purpose, they often use videoconferencing software. During their collaboration, they need to regulate emerging problems to ensure effective learning. We suppose that regulation is facilitated when (1) the group perceives their regulation problems homogeneously, (2) they choose regulation strategies that have the potential to solve the problems immediately, and (3) they execute these strategies with sufficient intensity.
We investigated which problems occur during online collaborative learning via videoconferencing and how homogeneity of problem perceptions, immediacy of the chosen strategies, and intensity of strategy use are related to regulation success.
University students ( = 222) from two lectures in pre-service teacher education and educational sciences in 99 study groups.
Students collaborated in a self-organized manner, that is, without a teacher present, to study the material of one lecture using videoconferencing software. After the collaboration, group members rated, individually, the intensity of different problems during collaboration, reported which strategies they used to overcome their biggest problem, and rated the success of their problem regulation, their satisfaction with their collaboration, as well as their learning gain. In addition, they answered a knowledge test.
We found that most students rated technical issues as their biggest problem. Multilevel modeling showed that homogeneous problem perception moderated by problem intensity-contrary to immediate and intensive strategy use-predicted successful problem regulation and satisfaction with the collaboration but not knowledge gain. Case analyses illustrate the assumed mechanism that a homogeneous problem perception facilitates socially shared regulation.
We conclude that even in only slightly structured learning contexts, students might only need to jointly identify their problems, whereas the best possible regulation of these problems seems less relevant. Therefore, training students to foster regulation competencies might prioritize identifying problems.
大学生经常在自行组织的学习小组中为考试或展示做准备。为此，他们经常使用视频会议软件。在合作过程中，他们需要解决出现的问题以确保有效学习。我们推测，当满足以下条件时，问题解决会更顺利：（1）小组对他们的问题解决困难有一致的认知；（2）他们选择有可能立即解决问题的策略；（3）他们以足够的力度执行这些策略。
我们研究了通过视频会议进行在线协作学习时会出现哪些问题，以及对问题的一致认知、所选策略的即时性和策略使用的力度与问题解决的成功程度有何关联。
来自99个学习小组的222名职前教师教育和教育科学专业的大学生。
学生们以自行组织的方式进行合作，即没有教师在场，使用视频会议软件学习一门课程的材料。合作结束后，小组成员分别对合作过程中不同问题的严重程度进行评分，报告他们用来克服最大问题的策略，并对问题解决的成功程度、对合作的满意度以及学习收获进行评分。此外，他们还参加了一次知识测试。
我们发现，大多数学生将技术问题列为他们最大的问题。多层次建模显示，与即时和高强度的策略使用不同，由问题严重程度调节的对问题的一致认知预测了问题解决的成功以及对合作的满意度，但与知识收获无关。案例分析说明了一致的问题认知促进社会共享问题解决这一假设机制。
我们得出结论，即使在结构不太严谨的学习环境中，学生可能只需要共同识别他们的问题，而对这些问题进行最佳的解决似乎不那么重要。因此，培养学生问题解决能力的培训可能应优先注重问题识别。
