Developing Regulation Strategies through Computer-Supported Knowledge Building among Tertiary Students

Abstract

With increasing use of technology in classrooms, self-regulation in computer-supported learning environments has emerged as an important research strand in education. Self-regulated learning refers to processes whereby learners activate and sustain cognition and behavior directed toward personal goals. Computer-supported learning environments have provided learners with opportunities for a high degree of self-control and self-direction in social contexts. Knowledge building environments focus on the production of new knowledge, artefacts, and ideas of value to the community. Although students' use of self-regulated strategies is strongly associated with better-quality cognitive processes and academic functioning, self-regulation skills do not automatically develop among learners. This study demonstrated that spontaneous use of regulatory skills could be fostered effectively in a community of learners mediated by knowledge building principles. Instead of teaching students concrete procedures, we need to equip them with epistemic standards and reflective assessment so that they are able to chart and regulate their learning for deep understanding and knowledge building.