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Impact of pedagogic agent-mediated metacognitive support towards increasing task and group awareness in CSCL
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Computers & Education Volume 134, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Today, there is an increasing interest in computer supported collaborative learning (CSCL) in teaching and learning practices considering the knowledge and skills that 21st-century learners should have. Nevertheless, depending upon factors such as low self-regulation and self-directed learning skills, students may fail in CSCL environments and processes due to the reasons of not knowing what to do, not being able to manage tasks and responsibilities, requiring external guidance support. Therefore, it is believed that providing external support in the CSCL process is important. The purpose of this study was to investigate the impact of metacognitive support provided towards increasing task and group awareness in CSCL through a pedagogic agent. The study was designed as an experimental study with pretest-posttest control group and mixed methods approach was employed. The findings indicated that the metacognitive support provided through a pedagogic agent for the experimental group members in CSCL had a significant impact on the motivation of students, metacognitive awareness and group processes (transactive memory system, group cohesion, group atmosphere). This research is important in terms of presenting practical suggestions to improve learning and results in CSCL by providing pedagogic agent-mediated metacognitive support. Based on the research findings, various suggestions were made for teachers and instructional designers.

Citation

Karaoglan Yilmaz, F.G. & Yilmaz, R. (2019). Impact of pedagogic agent-mediated metacognitive support towards increasing task and group awareness in CSCL. Computers & Education, 134(1), 1-14. Elsevier Ltd. Retrieved April 24, 2019 from .

This record was imported from Computers & Education on March 15, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2019.02.001

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