An exploration of students' strategy use in inquiry-based computer-supported collaborative learning

Journal of Computer Assisted Learning

Volumn 21, Issue 1, 2005, Pages 39-52

  Salovaara, Hanna ^a  

^a UNIVERSITY OF OULU   (Finland)

Author keywords

Cognitive strategies; CSCL; Inquiry learning; Self regulation

Indexed keywords

EID: 14544280229     PISSN: 02664909     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1365-2729.2005.00112.x     Document Type: Review

References (55)

1. Alexander P.A., Murphy P.K., Woods B.S., Duhon K.E. & Parker D. (1997) College instruction and concomitant changes in students' knowledge, interest, and strategy use: a study of domain learning. Contemporary Educational Psychology 22, 125-146.
2. Alexander P.A., Schallen D.A. & Hare V.C. (1991) Coming to terms: how researchers in learning and literacy talk about knowledge. Review of Educational Research 61, 315-343.
3. Azevedo R., Cromley J.G. & Seibert D. (2004) Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology 29, 344-370.
4. Barron B.J.S., Schwartz D.L., Vye N.J., Moore A., Petrosino A., Zech L. & Bransford J.D. and Cognition and Technology Group at Vanderbilt (1998) Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences 7, 271-311.
5. Bereiter C. & Scardamalia M. (1993) Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise. Open Court Publishing, Chicago, IL.
6. Beishuizen J., Wilhelm P. & Schimmel M. (2004) Computer-supported inquiry learning: effects of training and practice. Computers and Education 42, 389-402.
7. Blumenfeld P.C., Soloway E., Marx R.W., Krajic J.S., Guzdial M. & Palicsar A. (1991) Motivating project-based learning: sustaining doing, supporting learning. Educational Psychologist 26, 369-398.
8. Boekaerts M. (1996) Self-regulated learning at the junction of cognitive and motivation. European Psychologist 1, 100-112.
9. Boekaerts M., Pintrich P.R. & Zeidner M. (eds). (2000) Handbook of Self-Regulation. Academic Press, San Diego, CA.
10. Butler D.L. (2002) Qualitative approaches to investigating self-regulated learning: contributions and challenges. Educational Psychologist 37, 59-63.
11. Butler D.L. & Winne P.H. (1995) Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research 65, 245-281.
12. Chang K-E., Sung Y-T. & Lee C-L. (2003) Web-based collaborative inquiry learning. Journal of Computer Assisted Learning 19, 56-69.
13. Chi M.T.H. (1997) Quantifying qualitative analyses of verbal data: a practical guide. Journal of the Learning Sciences 6, 271-315.
14. Chi M.T.H., Bassok M., Lewis M.W., Reimann P. & Glaser R. (1989) Self-explanations: how students study and use examples in learning to solve problems. Cognitive Science 13, 145-182.
15. Covington M.V. (2000) Goal theory, motivation, and school achievement: an integrative review. Annual Review of Psychology 51, 171-200.
16. De Corte E., Verschaffel L., Entwistle N. & Van Merriëboer J. (eds). (2003) Powerful Learning Environments: Unravelling Basic Components and Dimensions. Elsevier, London.
17. Dede C. (ed.). (1998) ASCD Yearbook: Learning with Technology. Association for Supervision and Curriculum Development, Alexandria, VA.
18. DeGroot E.V. (2002) Learning through interviews: students and teachers talk about learning and schooling. Educational Psychologist 37, 41-52.
19. Elliot A.J., McGregor H.A. & Gable S. (1999) Achievement goals, study strategies, and exam performance: a mediational analysis. Journal of Educational Psychology 91, 549-563.
20. Guzdial M. & Turns J. (2000) Effective discussion through a computer-mediated anchored forum. The Journal of the Learning Sciences 9, 437-469.
21. Hakkarainen K. & Sintonen M. (2002) Interrogative model of inquiry and computer-supported collaborative learning. Science and Education 11, 24-43.
22. Hannafin M.J. & Land S.M. (1997) The foundations and assumptions of technology-enhanced student-centred learning environments. Instructional Science 25, 167-202.
23. Hmelo C. & Williams S.M. (eds). (1998) Learning through problem solving. The Journal of the Learning Sciences 7, special issue.
24. Howard-Rose D. & Winne P.H. (1993) Measuring components and sets of cognitive processes in self-regulated learning. Journal of Educational Psychology 85, 591-604.
25. Järvelä S. & Salovaara H. (2004) The interplay of motivational goals and cognitive strategies in a new pedagogical culture - a context oriented and qualitative approach. European Psychologist 9, 232-244.
26. Koschmann T. (eds). (1996) CSCL: Theory and Practice of an Emerging Paradigm. Lawrence Erlbaum Associates, Mahwah, NJ.
27. Koschmann T., Hall R. & Miyake N. (eds). (2001) CSCL 2. Carrying Forward the Conversation. Lawrence Erlbaum Associates, Mahwah, NJ.
28. Krajick J., Blumenfeld P.C., Marx R.W., Bass K.M., Fredricks J. & Soloway E. (1998) Inquiry in project-based science classrooms: initial attempts by middle school students. The Journal of the Learning Sciences 7, 313-350.
29. Lewalter D. (2003) Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction 13, 177-189.
30. McCaslin M. & Hickey D. (2001) Self-regulated learning and academic achievement: a Vygotskian view. In Self-Regulated Learning and Academic Achievement. Theoretical Perspectives (eds B.J Zimmerman & D.H. Schunk), pp. 227-252. Lawrence Erlbaum Associates, Mahwah, NJ.
31. Niemivirta M.J. (1999) Cognitive and motivational predictors of goal setting and task performance. International Journal of Educational Research 31, 499-513.
32. Paris S.G., Byrnes J.P. & Paris A.H. (2001) Constructing theories, identities and actions of self-regulated learners. In Self-Regulated Learning and Academic Achievement. Theoretical Perspectives (eds B.J Zimmerman & D.H. Schunk), pp. 253-287. Lawrence Erlbaum Associates, Mahwah, NJ.
33. Paris S.G. & Paris A.H. (2001) Classroom applications of research on self-regulated learning. Educational Psychologist 36, 89-101.
34. Patrick H. & Middleton M.J. (2002) Turning the kaleidoscope: what we see when self-regulated learning is viewed with a qualitative lens. Educational Psychologist 37, 27-39.
35. Perry N.P., VandeKamp K.O., Mercer L.K. & Nordby C.N. (2002) Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist 37, 5-15.
36. Pintrich P.R. (2000a) The role of goal orientation in self-regulated learning. In Handbook of Self-Regulation (eds M. Boekaerts, P.R. Pintrich & M. Zeidner.), pp. 451-502. Academic Press, San Diego, CA.
37. Pintrich P.R. (2000b) Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational Psychology 92, 544-555.
38. Pintrich P.R., Brown D.R. & Weinstein C.E. (eds). (1994) Student Motivation, Cognition, and Learning. Essays in Honor of Wilbert McKeachie. Erlbaum, Hillsdale, NJ.
39. Pintrich P.R. & DeGroot E.V. (1990) Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82, 33-40.
40. Pintrich P.R. & Garcia T. (1994) Self-regulated learning in college students: Knowledge, strategies, and motivation. In Student Motivation, Cognition, and Learning (eds P. Pintrich, D. Brown & C. Weinstein.), pp. 113-133. Erlbaum, Hillsdale, NJ.
41. Pintrich P.R. & Schrauben B. (1992) Students' motivational beliefs and their cognitive engagement on classroom tasks. In Students Perceptions in the Classroom: Causes and Consequences (eds D.H. Schunk & J. Meece), pp. 149-183. Lawrence Erlbaum Associates, Hillsdale, NJ.
42. Pressley M. & McCormick C.B. (1995) Advanced Educational Psychology for Educators, Researchers and Policymakers. Harper Collins College Publishers, New York.
43. Rosenshine B. & Meister C. (1992) The use of scaffold for teaching higher-level cognitive strategies. Educational Leadership 49, 26-33.
44. Salovaara H. & Järvelä S. (2003) Students' strategic actions in computer supported collaborative inquiry. Learning Environments Research 6, 267-284.
45. Scardamalia M., Bereiter C. & Lamon M. (1994) The CSILE project: Trying to bring the classroom into World 3. In Classroom Lessons: Integrating Cognitive Theory and Classroom Practice (ed. K. McGilly), pp. 201-228. MIT Press, Cambridge, MA.
46. Tashakkori A. & Teddlie C. (1998) Mixed Methodology. Combining Qualitative and Quantitative Approaches. Sage Publications, Thousand Oaks, CA.
47. Turner J.C. (1995) The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly 30, 410-441.
48. Weinstein C.E. & Meyer R.E. (1986) The teaching of learning strategies. In Handbook of Research on Teaching (ed. M. Wittrock), pp. 315-327. Macmillan, New York.
49. Weinstein C.E. & Van Master Stone G. (1994) Learning strategies and learning to learn. In International Encyclopedia of Education, 2nd edition (eds T. Husen & T. Postlethwaite), pp. 3325-3329. Pergamon, Oxford.
50. Winne P.H. (1982) Minimizing the black box problem to enhance the validity of theories about instructional effects. Instructional Science 11, 13-28.
51. Winne P.H. (1995) Inherent details of self-regulated learning. Educational Psychologist 30, 173-187.
52. Zimmerman B.J. (1989) A social cognitive view of self-regulated learning and academic learning. Journal of Educational Psychology 81, 329-339.
53. Zimmerman B.J. (1994) Dimensions of academic self-regulation: a conceptual framework for education. In Self-Regulation of Learning and Performance (eds D.H. Schunk & B.J. Zimmerman), pp. 3-21. Lawrence Erlbaum Associates, Hillsdale, NJ.
54. Zimmerman B.J. (2001) Theories of self-regulated learning and academic achievement: an overview and analysis. In Self-Regulated Learning and Academic Achievement. Theoretical Perspectives (eds B.J Zimmerman & D.H. Schunk), pp. 1-37. Lawrence Erlbaum Associates, Mahwah, NJ.
55. Zimmerman B.J. & Martinez Pons M. (1986) Development of structured interview for assessing students' use of self-regulated learning strategies. American Educational Research Journal 23, 614-628.