Beyond the Individual: The Regulation and Negotiation of Socioemotional Practices across a Learning Ecosystem

Autor/inn/en	Borge, Marcela; Xia, Yu
Titel	Beyond the Individual: The Regulation and Negotiation of Socioemotional Practices across a Learning Ecosystem
Quelle	In: Journal of the Learning Sciences, 32 (2023) 3, S.325-375 (51 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xia, Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2022.2157725
Schlagwörter	Preadolescents; After School Programs; Clubs; Science and Society; Information Technology; Design; Interaction; Student Centered Learning; Problem Solving; Cooperation; Social Influences; Emotional Response; Metacognition; Man Machine Systems; Teamwork + Suchen Sie Ihr Suchwort? Pre-adolescence; Präadoleszenz; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Club; Klub; Informationstechnologie; Interaktion; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problemlösen; Co-operation; Kooperation; Sozialer Einfluss; Emotionales Verhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mensch-Maschine-System
Abstract	Background: In this paper, we extend theories of group cognition and regulation to examine how regulation occurs as part of a learning ecosystem. We examine our instructional approach, Embedded Design, that uses Human-Computer Interaction (HCI) as a conduit for students to make sense of their sociotechnical world and the ways people design everyday interaction around technology. Methods: Our research questions centered on identifying (RQ1) the types of problems that require students' collective regulation. Our population included learners aged 8-12 enrolled in a play-based after school HCI design club. Using micro-analytic techniques, we examined the HCI design processes of four teams over nine sessions and four learners over two years. Findings: We identified the most common problems students encountered, how regulation and negotiation played out across different levels of analysis, what types of learning occurred as participants worked to improve collaborative processes over time, and the role that technology played in the process. Contribution: We end the paper by proposing a model of how nested collective knowledge building processes evolve over time and discuss the implications of our findings for K-12 HCI education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01