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Changes in the Socially Shared Regulation, Academic Emotions, and Product Performance in Venue-Based Collaborative Learning

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Title: Changes in the Socially Shared Regulation, Academic Emotions, and Product Performance in Venue-Based Collaborative Learning
Language: English
Authors: Wei Xu (ORCID 0000-0002-9042-213X), Ye-Feng Lou
Source: Active Learning in Higher Education. 2024 25(3):517-535.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Educational Technology, Cooperative Learning, Emotional Intelligence, Student Motivation, Thinking Skills, Academic Achievement, College Faculty, Active Learning, Place Based Education, Student Development, Social Development, Self Management
Geographic Terms: China
DOI: 10.1177/14697874231167331
ISSN: 1469-7874
1741-2625
Abstract: Teachers' knowledge of the socially shared regulation of learning (SSRL) process of learners, which consists of the task analysis, planning, elaboration, and monitoring, can help teachers intervene when students face difficulties during the collaborative learning. Students' academic emotions have major effects on their learning motivation, cognition, and performance. This study investigated the changes in SSRL, academic emotions, and product performance of high-, medium-, and low-level groups students after they visited an educational technology center and collaboratively designed a learning environment. We recruited 36 juniors majoring in educational technology. Online group discussions were recorded using online chat tools, and a heuristic mining algorithm was employed on this chat data to determine SSRL processes. The participants were asked to express opinions on their major, and this feedback was used to obtain academic emotion information. Additionally, a scoring was employed to measure the participants' product performance. The high-level group was discovered to exhibit all four SSRL phases and exhibit positive emotions, with activating emotions more common than deactivating emotions. SSRL was discovered to be related to academic performance; higher academic performance correlated with a more standardized SSRL process. Additionally, the higher a participants' academic performance, the more frequently the participant had positive academic emotions. Overall, the learners in the high-level group paid more attention to the collaborative learning task.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448736
Database: ERIC
FullText Text:
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  Data: Changes in the Socially Shared Regulation, Academic Emotions, and Product Performance in Venue-Based Collaborative Learning
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Wei+Xu%22">Wei Xu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9042-213X">0000-0002-9042-213X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ye-Feng+Lou%22">Ye-Feng Lou</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Active+Learning+in+Higher+Education%22"><i>Active Learning in Higher Education</i></searchLink>. 2024 25(3):517-535.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Intelligence%22">Emotional Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Place+Based+Education%22">Place Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/14697874231167331
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  Data: 1469-7874<br />1741-2625
– Name: Abstract
  Label: Abstract
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  Data: Teachers' knowledge of the socially shared regulation of learning (SSRL) process of learners, which consists of the task analysis, planning, elaboration, and monitoring, can help teachers intervene when students face difficulties during the collaborative learning. Students' academic emotions have major effects on their learning motivation, cognition, and performance. This study investigated the changes in SSRL, academic emotions, and product performance of high-, medium-, and low-level groups students after they visited an educational technology center and collaboratively designed a learning environment. We recruited 36 juniors majoring in educational technology. Online group discussions were recorded using online chat tools, and a heuristic mining algorithm was employed on this chat data to determine SSRL processes. The participants were asked to express opinions on their major, and this feedback was used to obtain academic emotion information. Additionally, a scoring was employed to measure the participants' product performance. The high-level group was discovered to exhibit all four SSRL phases and exhibit positive emotions, with activating emotions more common than deactivating emotions. SSRL was discovered to be related to academic performance; higher academic performance correlated with a more standardized SSRL process. Additionally, the higher a participants' academic performance, the more frequently the participant had positive academic emotions. Overall, the learners in the high-level group paid more attention to the collaborative learning task.
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        Value: 10.1177/14697874231167331
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Emotional Intelligence
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      – SubjectFull: China
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      – TitleFull: Changes in the Socially Shared Regulation, Academic Emotions, and Product Performance in Venue-Based Collaborative Learning
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