Skip to main content
SpringerLink
Log in

Promoting metacognitive skills through peer scaffolding in a CSCL environment

  • Published:
International Journal of Computer-Supported Collaborative Learning Aims and scope Submit manuscript

Abstract

This paper aims to better understand the development of students’ metacognitive learning processes when participating actively in a CSCL system called KnowCat. To this end, a longitudinal case study was designed, in which 18 university students took part in a 12-month (two semesters) learning project. The students followed an instructional process, using specific features of the KnowCat design to support and improve their interaction processes, especially peer-learning processes. Our research involved both supervising the students’ collaborative learning processes throughout the learning project and focusing our analysis on the qualitative evolution of their interaction processes and of their metacognitive learning processes. The results of the current research suggest that the pedagogical use of the KnowCat system may favour and improve the development of the students’ metacognitive learning processes. In addition, the implications of the design of CSCL networks and related pedagogical issues are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Alamán, X., & Cobos, R. (1999). KnowCat: A web application for knowledge organization. In P. P. Chen et al. (Eds.), Lecture notes in computer science (Vol. 1727, pp. 348–359). New York: Springer.

    Google Scholar 

  • Arvaja, M., Häkkinen, P., Eteläpelto, A., & Rasku-Puttone, N. (2000). Collaborative processes during report writing of a science learning project: The nature of discourse as a function of task requirements. European Journal of Psychology of Education, 15(4), 455–466.

    Article  Google Scholar 

  • Arvaja, M., Salovaara, H., Häkkinen, P., & Järvela, S. (2007). Combining individual and group-level perspectives for studying collaborative knowledge construction in context. Learning & Instruction, 17, 448–459.

    Article  Google Scholar 

  • Azevedo, R., & Jacobson, M. (2008). Advances in scaffolding learning with hypertext and hypermedia: A summary and critical analysis. Education, Technology, Research and Development, 56, 93–100.

    Article  Google Scholar 

  • Azevedo, R. (2007). Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: An introduction. Metacognition Learning, 2, 57–65.

    Article  Google Scholar 

  • Azevedo, R., Cromley, J., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344–370.

    Article  Google Scholar 

  • Brown, A. L. (1987). Metacognition, executive control, self-regulation and other mysterious mechanisms. In F. Weinert & R. Kluve (Eds.), Metacognition, motivation and understanding (pp. 65–116). Hillsdale: Erlbaum.

    Google Scholar 

  • Brown, A. L., Bransford, J., Ferrara, R., & Campione, J. (1983). Learning, remembering and understanding. In P. Mussen, J. H. Flavell, & E. M. Markman (Eds.), Handbook of child psychology (Vol. 3, pp. 77–166). New York: Wiley.

    Google Scholar 

  • Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271–313.

    Article  Google Scholar 

  • Cobos, R. (2003). Mecanismos para la cristalización del conocimiento, una propuesta mediante un sistema de trabajo colaborativo (Mechanisms for the Crystallisation of Knowledge, a proposal using a collaborative system). Doctoral dissertation, Universidad Autónoma de Madrid, 2003.

  • Cobos, R., & Alamán, X. (2002). Creating e-books in a distributed and collaborative way. Journal of Electronic Library on Electronic Book for Education, 20(4), 288–295.

    Google Scholar 

  • Cobos, R., & Pifarré, M. (2008). Collaborative knowledge construction in the web supported by the KnowCat system. Computers & Education, 50, 962–978.

    Article  Google Scholar 

  • Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. London: Sage.

    Google Scholar 

  • De Jong, F., Kollöffel, B., van der Meijden, H., Staarman, J. K., & Janssen, J. (2005). Regulative processes in individual, 3D and computer-supported cooperative learning contexts. Computers in Human Behavior, 21(4), 645–670.

    Article  Google Scholar 

  • De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6–28.

    Article  Google Scholar 

  • Diez, F., & Cobos, R. (2007). A case study of a cooperative learning experience in artificial intelligence. Journal Computer Applications in Engineering Education, 15(4), 308–316.

    Article  Google Scholar 

  • Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61–91). Heerlen: Open Universiteit Nederland.

    Google Scholar 

  • Flavell, J. H. (1992). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. In T. O. Nelson (Ed.), Metacognition. Core readings (pp. 3–8). Boston: Allyn and Bacon.

    Google Scholar 

  • Gallimore, R., & Tharpe, R. (1990). Teaching mind in society: Teaching schooling and literate discourse. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and application of sociohistorical psychology (pp. 175–205). New York: Cambridge University Press.

    Google Scholar 

  • Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition. Creating collaborative zones of proximal development in small group problem solving. Education Studies in Mathematics, 49(2), 193–223.

    Google Scholar 

  • Gross, T., Stary, C., & Totter, A. (2005). User-centered awareness in computer-supported cooperative work-systems: Structured embedding of findings from social sciences. International Journal of Human-Computer Interaction, 18(3), 323–360.

    Article  Google Scholar 

  • Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher-student discourse about a graduate research portfolio. Instructional Science, 33, 413–450.

    Article  Google Scholar 

  • Hakkarainen, K., Lipponen, L., & Järvelä, S. (2002). Epistemology of inquiry and computer-supported collaborative learning. In T. Koshman, R. Hall, & N. Miyake (Eds.), CSCL2: Carrying forward the conversation (pp. 129–156). Mahwah: Erlbaum.

    Google Scholar 

  • Häkkinen, P., Arvaja, M., & Mäkitalo, K. (2004). Prerequisites for CSCL: Research approaches, methodological challenges and pedagogical development. In K. Littleton, D. Faulkner, & D. Miell (Eds.), Learning to collaborate, collaborating to learn (pp. 161–175). New York: Nova Science Publishers, Inc.

    Google Scholar 

  • Hurme, T., & Järvelä, S. (2005). Students’ activity in computer-supported collaborative problem solving in mathematics. International Journal of Computers for Mathematical Learning, 10, 49–73.

    Article  Google Scholar 

  • Hurme, T., Palone, T., & Järvelä, S. (2006). Metacognition in joint discussions: An analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics. Metacognition Learning, 1, 181–200.

    Article  Google Scholar 

  • Järvelä, S., & Niemivirta, M. (2001). Motivation in context: Challenges and possibilities in studying the role of motivation in new pedagogical cultures. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts (pp. 105–127). Amsterdam: Elsevier.

    Google Scholar 

  • Jerman, P., & Dillenbourg, P. (2008). Group mirrors to support interaction regulation in collaborative problem solving. Computers & Education, 51, 279–296.

    Article  Google Scholar 

  • King, A. (1999). Discourse patterns for mediating peer learning. Cognitive perspectives on peer learning. Mahwah: Erlbaum.

    Google Scholar 

  • Koschmann, T., Hall, R., & Miyake, N. (Eds.). (2001). CSCL2: Carrying forward the conversation. Mahwah: Erlbaum.

    Google Scholar 

  • Kramarski, B., & Gutman, M. (2005). How can self-regulated learning be supported in mathematical elearning environments? Journal of Computer Assisted Learning, 22(1), 24–33.

    Article  Google Scholar 

  • Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. Journal of Educational Research, 99(4), 218–230.

    Article  Google Scholar 

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of research. Computers in Human Behavior, 19, 335–353.

    Article  Google Scholar 

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2004). Determining sociability, social space, and social presence in (a)synchronous collaborative groups. Cyberpsychology & behavior: The impact of the Internet, multimedia and virtual reality on behavior and society, 7(2), 155–172.

    Google Scholar 

  • Laat, M., & Lally, V. (2003). Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community. Instructional Science, 31, 7–39.

    Article  Google Scholar 

  • Lombard, M., Snyder-Duch, J., & Campanella, Ch. (2005). Practical resources for assessing and reporting intercoder reliability in content analysis research projects. http://www.temple.edu/mmc/reliability/.

  • Mercer, N., & Fisher, E. (1998). How do teachers help children to learn? An analysis of teachers’ interventions in computer-based activities. In D. Faulkner, K. Littleton, & M. Woodhead (Eds.), Learning relationships in the classroom (pp. 111–130). London: Routledge.

    Google Scholar 

  • Minna, L., Sami, P., Kari, K., & Hanni, M. (2009). Main functionalities of the Knowledge Practices Environment (KPE) affording knowledge creation practices in education. In Proceedings of International Computer-Supported Collaborative Learning Conference (pp. 297–306). Rhodes, Greece.

  • Moos, D., & Azevedo, R. (2008). Monitoring, planning and self-efficacy during learning with hypermedia: The impact of conceptual tools. Computer in Human Behavior, 24, 1686–1706.

    Article  Google Scholar 

  • Moos, D. C., & Azevedo, R. (2006). The role of goal structure in undergraduates’ use of self-regulatory processes in two hypermedia learning tasks. Journal of Educational Multimedia and Hypermedia, 15(2), 49–86.

    Google Scholar 

  • Naidu, S., & Järvelä, S. (2006). Analyzing CMC content for what? Computers & Education, 46, 96–103.

    Article  Google Scholar 

  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89–101.

    Article  Google Scholar 

  • Person, N. K., & Graesser, A. G. (1999). Evolution of discourse during cross-age tutoring. In A. M. O’Donnell (Ed.), Cognitive perspectives on peer learning (pp. 69–86). Mahwah: Erlbaum.

    Google Scholar 

  • Pifarré, M., & Cobos, C. (2009). Evaluation of the development of metacognitive knowledge supported by the KnowCat system. Journal of Education, Technology, Research and Development, 57(6), 787–799.

    Google Scholar 

  • Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–506). San Diego: Academic.

    Google Scholar 

  • Pintrich, P. R., & García, T. (1994). Self-regulated learning in college students: Knowledge, strategies and motivation. In P. Pintrich, D. Brown, & C. Weinstein (Eds.), Student motivation, cognition and learning (pp. 113–133). Hillsdale: Erlbaum.

    Google Scholar 

  • Ploetzer, R., Dillenbourg, P., Preier, M., & Traum, D. (1999). Learning by explaining to oneself and to others. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 103–121). Amsterdam: Pergamon.

    Google Scholar 

  • Qualitative Solutions and Research (2002). QSR NUD*IST Vivo (NVivo) (Version 2.0). London: Sage.

  • Reiser, B., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263–305). Mahwah: Erlbaum.

    Google Scholar 

  • Resnick, L. B., Lenive, J. M., & Teasley, S. D. (1993). Perspectives on socially shared cognition. Washington: American Psychological Association.

    Google Scholar 

  • Rogoff, B. (1990). Apprenticeship in thinking. Cognitive development in social context. New York: Oxford University Press.

    Google Scholar 

  • Salovaara, H. (2005). An exploration of students’ strategy use in inquiry-based computer-supported collaborative learning. Journal of Computer Assisted Learning, 21(1), 39–52.

    Article  Google Scholar 

  • Schellens, T., & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21, 957–975.

    Article  Google Scholar 

  • Schraw, G. (1989). Promoting general metacognitive awareness. Instructional Science, 26(1–2), 113–125.

    Google Scholar 

  • Stahl, E., Pieschl, S., & Bromme, R. (2006). Task complexity, epistemological beliefs, and metacognitive calibration: An exploratory study. Journal of Educational Computing Research, 35(4), 319–338.

    Article  Google Scholar 

  • Stahl, G. (2001). Rediscovering CSCL. In T. Koshman, N. Miyake, & R. Hall (Eds.), CSCL2: Carrying forward the conversation. Mahwah: Erlbaum.

    Google Scholar 

  • Stahl, G. (2003). Building collaborative knowing: Elements of a social theory of learning. In J. W. Strijbos, P. Kirschner, & R. Martens (Eds.), What we know about CSCL in higher education. Kluwer: London.

    Google Scholar 

  • Van den Boom, G., Paas, F., van Merriënboer, J. J. G., & van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: Effects on students’ self-regulated learning competence. Computers in Human Behavior, 20(4), 551–567.

    Article  Google Scholar 

  • Van Joolingen, W. R., de Jong, T., & Dimitrakopoulou, A. (2007). Issues in computer supported inquiry learning in science. Journal of Computer Assisted Learning, 23, 111–119.

    Article  Google Scholar 

  • Veldhuis-Diermanse, A. E. (2002). CSCLearning? Participation, learning activities and knowledge construction in computer-supported collaborative learning in higher education. Doctoral dissertation, Wageringen University, 1993.

    Google Scholar 

  • Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers & Education, 46(1), 71–95.

    Article  Google Scholar 

  • Wersch, J., Minick, N., & Arms, F. (1984). The creation of context in joint problem solving. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 151–171). Boston: Harvard University Press.

    Google Scholar 

  • Winter, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 369–372.

    Article  Google Scholar 

  • Woodruff, E. (2001). CSCL communities in post-secondary education and cross-cultural settings. In T. Koshman, N. Miyake, & R. Hall (Eds.), CSCL2: Carrying forward the conversation. Mahwah: Erlbaum.

    Google Scholar 

  • Zimmerman, B. (2000). Attaining self-regulation. A social cognitive perspective. In M. Boekarts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation. San Diego: Academic.

    Google Scholar 

Download references

Acknowledgments

This research was partly funded by the Spanish National Plan of R+D, project numbers, SEJ2006-12110, EDU2009-11656, and TIN2008-06596-C02-01; and by the AECID (Spanish Agency of International Cooperation for the Development) project number A/017436/08.

Author information

Authors and Affiliations

  1. Department of Pedagogy and Psychology, Universitat de Lleida, Av. De l’Estudi General, 4, Lleida, Spain, E-25001-Lleida

    Manoli Pifarre

  2. Department of Computer Science, Universidad Autónoma de Madrid, Spain, 28049, Madrid

    Ruth Cobos

Authors
  1. Manoli Pifarre
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ruth Cobos
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Manoli Pifarre.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Pifarre, M., Cobos, R. Promoting metacognitive skills through peer scaffolding in a CSCL environment. Computer Supported Learning 5, 237–253 (2010). https://doi.org/10.1007/s11412-010-9084-6

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11412-010-9084-6

Keywords

Search

Navigation