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A step closer, yet miles away: Insights into the complexity of regulation of learning in collaborative knowledge construction

Ouyang, Fan; Wu, Mian; Zhang, Liyin; Xu, Weiqi; Zheng, Luyi; Cukurova, Mutlu; (2023) A step closer, yet miles away: Insights into the complexity of regulation of learning in collaborative knowledge construction. Computers in Human Behavior , 142 , Article 107650. 10.1016/j.chb.2023.107650. Green open access

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Abstract

Collaborative knowledge construction (CKC) requires individual group members to share information and resources, sustain the improvement of ideas through peer interactions, and the construction and development of collective knowledge at the group level. Investigations of this multi-level nature are of critical importance for developing AI-based regulation support systems for learners’ CKC. This paper proposes a framework using an integrated analytics approach (Hidden Markov Model combined with Lag sequential analysis and Frequent sequence mining) for analyzing multi-level characteristics of CKC at cognitive and regulative behaviour dimensions. The approach was applied to a process-oriented discourse dataset of groups working collaboratively on concept-mapping activities. The results showed that the suggested approach can reveal insights into the multi-level (i.e., regulation behaviours likely to start at the group level, move to the peer-level and occasionally to individual-level self-regulation) and the dynamic nature of CKC (i.e., CKC appears to start from a group-level regulation pattern to move to a cognitive behaviour pattern of perspective sharing at the individual and peer levels, going back to regulation at individual and peer-levels and most likely end with a cognitive behaviour pattern at the group level). The novel models presented here can be used to classify learner behaviours into CKC states, enabling personalized scaffolding opportunities based on detected patterns in future intelligent support systems.

Type: Article
Title: A step closer, yet miles away: Insights into the complexity of regulation of learning in collaborative knowledge construction
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.chb.2023.107650
Publisher version: https://doi.org/10.1016/j.chb.2023.107650
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
Keywords: Collaborative knowledge construction, Computer-supported collaborative learning, Multi-level characteristics, Integrated analytics, Higher education
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10158726
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