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Self-regulation and motivation in computer supported collaborative learning
environments
Computer supported learning environments, the learning process is often significantly less
controlled from the outside than in traditional learning environments. These environments
requires the student to study in a good learning self-regulation skills. One important issue
is, how learners develop they learning skills and use these skills effectively (Boekaerts,
Pinrich & Zeidner, 2000). Pintrich said that self-regulated learning refers to those aware of
the cognitive, motivational and emotional stages through which the individual controls,
maintains and monitors the goal-oriented activities (Pintrich, 2000). Collaborative learning
with or without computers needs many kinds of learning skills, like motivation regulation
(Wolters, 2003), metakognition skills (Winne 1995), self-regulation, volition (Corno 2001),
self-efficacy (Schunk & Zimmeman, 1997) etc. According to Pintrich (Pintrich, 2000) selfregulated learning includes four phases: 1) planning, 2) monitoring, 3) control, and 4)
reflection. In my working context I often realize that learning skills varies very much and it
is not very easy to plan, monitor, control and reflect own studies.
I think that educational institution is to provide students with capabilities to work and
personal life. Unfortunate, however, students often learn things to test, and not for life. In
many cases, students are happy that they will perform a task. Basic idea is however, that
learners challenge their thinking and make thinking visible (Lehtinen, 2003). With CSCL
learners are challenges to coal-orientation, where the student interacts with the teacher
and other students. Proper use of technology challenges students self-regulation skills and
bring new elements in maintaining the motivation and interest. If a student has a good selfregulation skills, as he try to maintain motivation by affecting the thoughts, performance and
behavior then it comes to the regulation of motivation (Järvenoja & Järvelä, 2006.)
Complex world of work requires a wide range of skills, but also problem-solving skills.
Wikis (eg: purot.net, wiki spaces) can be used to practice the collaborative construction of
knowledge. In my working context Information and communication technology could be, for
example non-functional embedded system source code, which is a collaborately resolved.
Like Webb said (Webb, 1989), “while contructing explanations, the learners become aware
of their thinking, of the missing knowledge and lack of understanding”
Computer supported collaborative learning tasks must be challenging enough. So the
student does not get tired too easy for the tasks, but also not too difficult to get frustrated.
Scaffolding method can enhance the utilization of education issues and to develop a more
in-depth understanding of the learners problem-solving skills. Teacher can give small hints
if the student does not get himself to move forward. The teacher can support questions to
force students to outsource their own ideas (Vygotsky, 1978)
References
Boekarts, M., Pintrich, P. R., & Zeidner, M. (Eds) (2000). Handbook of self-regulation. San
Diego, CA: Academic Press.
Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H.
Schunk (Eds), Self-regulated learning and academic achievement: Theoretical
perspectives (pp. 191-225). Mahwah, NJ: Lawrence Erlbaum.
Järvenoja, H., & Järvelä, S. 2005. How students describe the sources of their emotional
and motivational experiences during the learning process: A qualitative approach.
Learning and Instruction 15 (5), 465–480.
Lehtinen, E. (2003). Computer-supported collaborative learning: An approach to powerful
learning environments. In E. De Corte, L. Verschaffel, N. Entwistle & J. Van Merriëboer
(Eds), Powerful learning environments: Unravelling basic components and dimensions
(pp.35-54). Amsterdam: Pergamon.
Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M.
Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp.451-502).
San Diego, CA: Academic Press.
Schunk, D. H., & Zimmerman, B.J. (1997). Social origins of self-regulatory competence.
Educational Psychologist, 32, 195-208.
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological
processes. Cambridge: Harvard University Press.
Webb, N. (1989). Peer interaction and learning in small groups. International Journal of
Educational Research, 13, 21-40.
Winne, P.H. (1995). Inherent details in self-regulated learning. Educational Psychologist,
30, 173-187.
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect
of self-regulated learning. Educational Psychologist, 38, 189-205.