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Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period

Author

Listed:
  • Jia Lu

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China
    School of Computer Engineering, Guilin University of Electronic Technology, Beihai 536000, China)

  • Xiaohui Chen

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

  • Xiaodan Wang

    (School of Computer Engineering, Guilin University of Electronic Technology, Beihai 536000, China)

  • Rong Zhong

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

  • Hanxi Wang

    (School of Geographical Sciences, Harbin Normal University, Harbin 150025, China)

Abstract

Online teaching has become an important initiative to maintain normal educational order in the post COVID-19 period. However, learners face multiple challenges in the online learning process, which cannot be successfully carried out without the support of socially regulated learning (SoRL). This study designed SoRL intervention strategies from the perspective of shared metacognitive scripts. A total of 77 undergraduate students participated in this study and were randomly assigned into experimental and control groups. The students in the experimental group received an SoRL intervention, and the students in the control group learned with the traditional online collaborative learning approach. The results showed that there was variability in the supply of SoRL intervention scripts and the actual selection status of the learners. The regulation foci activated in this study were time management, content monitoring, and atmosphere activation. Atmosphere activation drove collaborative learning activities to continue. Time management and content monitoring drove collaborative knowledge building (CKB) to a deeper level. This study is of great significance in revealing the impact mechanism of SoRL on CKB.

Suggested Citation

  • Jia Lu & Xiaohui Chen & Xiaodan Wang & Rong Zhong & Hanxi Wang, 2022. "Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period," Sustainability, MDPI, vol. 14(22), pages 1-15, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:22:p:15345-:d:977016
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    References listed on IDEAS

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    1. Sebastian Trentepohl & Julia Waldeyer & Jens Fleischer & Julian Roelle & Detlev Leutner & Joachim Wirth, 2022. "How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students’ Time Management Skills and Academic Performance," Sustainability, MDPI, vol. 14(9), pages 1-20, April.
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    Cited by:

    1. Xingyang Wang & Xiaohui Chen & Xinyi Wu & Jia Lu & Bin Xu & Hanxi Wang, 2023. "Research on the Influencing Factors of University Students’ Learning Ability Satisfaction under the Blended Learning Model," Sustainability, MDPI, vol. 15(16), pages 1-23, August.

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