Co-Regulation and Knowledge Construction in an Online Synchronous Problem Based Learning Setting

Autor/inn/en	Lee, Lila; Lajoie, Susanne P.; Poitras, Eric G.; Nkangu, Miriam; Doleck, Tenzin
Titel	Co-Regulation and Knowledge Construction in an Online Synchronous Problem Based Learning Setting
Quelle	In: Education and Information Technologies, 22 (2017) 4, S.1623-1650 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-016-9509-6
Schlagwörter	Case Studies; Medical Students; Interaction; Problem Based Learning; Web Based Instruction; Educational Technology; Technology Uses in Education; Mixed Methods Research; Verbal Communication; Knowledge Level; Group Discussion; Questioning Techniques; Interpersonal Communication; Patients; Synchronous Communication + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Interaktion; Problem-based learning; Problemorientiertes Lernen; Web Based Training; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis; Gruppendiskussion; Befragungstechnik; Fragetechnik; Interpersonale Kommunikation; Patient
Abstract	Learning to monitor and regulate one's learning in an academic setting is a task that all students must engage in. Learning in "group" situations requires both self- and co-regulation. This research examines a case study of a small group of medical student interactions during an on-line problem based learning activity (PBL) where students learn to co-regulate their performance as they construct their understanding of how best to communicate bad news to patients. This paper introduces an approach for analyzing the group discourse to understand how collective knowledge building facilitates co-regulation. A mixed method analysis was used to analyze the case study data. A qualitative data analysis of verbal interactions was conducted to examine co-regulatory episodes. Collective knowledge building was examined by analyzing the group discourse for indicators of co-regulatory processes. The study follows two quantitative analyses: a frequency count analysis of types of questions asked by facilitators and students; and a sequential pattern mining for patterns of co-occurrences of learners' discourse and co-regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01