Understanding self-regulated learning in an elementary Computer Supported Collaborative Learning environment.

摘要

The purpose of this study was to explore the interplay between elementary students' metacognitive skills, and their ability to identify and apply self-regulated learning strategies within a Computer Supported Collaborative Learning environment (Edmodo). The study was conducted in a suburban elementary school, and the learning task was embedded into the county's current curriculum standards. Quantitative data was gathered using two self-report instruments, the Junior Metacognitive Awareness Inventory and the Children's Perceived Self-Regulated Learning Inventory. Qualitative data was gathered during a content analysis of the Edmodo environment and through six student interviews. Findings revealed that the quality, not the quantity, of students' metacognitive skills had a strong positive association with their performance on a self-regulated learning task. A key struggle for elementary students was not necessarily the availability of high quality metacognitive skills, but the appropriate application of these metacognitive skills. Elementary students struggle with the sufficient application of quality metacognitive skills an autonomous learning task that requires deep level learning strategies. Educators can support metacognitive skills production through targeted scaffolds. Seven scaffolds that support the appropriate application of metacognitive skills are described and possible implications of the study are discussed.