Leveraging Regulative Learning Facilitators to Foster Student Agency and Knowledge (Co-)Construction Activities in CSCL Environments

Abstract

in this study by combing three research fields of regulative learning, Learning analytics (LA) and students’ agency in computer-supported collaborative learning (CSCL), we tried to illuminate how students regulated their learning though group composition, peer assessment and LA strategies to foster agency and knowledge (co-)construction activities in CSCL environments. To fulfill this aim, 60 students from Fasa University, Iran were assigned into experimental and control groups based on their Self-Regulated learning (SRL) skills (high, medium, low and very low SRL skills). Data analysis confirmed the positive relationship between group composition, peer assessment, LA, regulative learning, agency and knowledge (co-)construction. The results revealed that through applying group composition, peer assessment and LA, Socially-Shared Regulated Learning, Co-Regulated Learning and consequently SRL skills were improved which finally foster agency and knowledge (co-)construction activities in CSCL environments.