‘Supporting socially shared regulation during collaborative task-oriented reading’

Jolique Kielstra; Inge Molenaar; Roel van Steensel; Ludo Verhoeven

doi:10.1007/s11412-022-09365-x

‘Supporting socially shared regulation during collaborative task-oriented reading’

Jolique Kielstra^*, Inge Molenaar, Roel van Steensel, Ludo Verhoeven

^*Corresponding author for this work

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

This study examined how to improve students’ regulation of task-oriented reading (TOR). TOR encompasses reading and information processing needed to perform a specific task. Previous studies suggest students can benefit from a collaboration script to enhance socially shared regulation of TOR. The collaboration script elicits discussions about task perception, strategy selection, and strategy reflection. This study aimed to examine the depth and socially sharedness of metacognitive regulation when working with a collaboration script among 44 prevocational secondary school students working in groups of four. In addition, we examined the consequent improvement of individual task representation, strategy selection, and strategy reflection after working with the script. The analysis of group discussions indicated that the collaboration script facilitated mainly low-level metacognitive regulation of TOR. However, after working with the script, students did improve their ability to determine a correct representation of a high-level task and to reflect on the most appropriate reading strategy for these tasks. Hence, we concluded that the ‘Y-read?’ collaboration script did elicit shared regulation during TOR.

Original language	English
Pages (from-to)	65-105
Number of pages	41
Journal	International Journal of Computer-Supported Collaborative Learning
Volume	17
Issue number	1
DOIs	https://doi.org/10.1007/s11412-022-09365-x
Publication status	Published - Mar 2022

Bibliographical note

Funding Information:
This project was funded by ‘Regieorgaan SIA’, part of the Netherlands Organization for Scientific Research (NWO). We want to thank everybody who participated in our study. Also we want to give a special thanks to Lars Bokkers and Bellamie Persad for developing ‘Y-read?’. Saskia van Ameijden, and Marlijn van Ham thank you for helping with the data collection, transcribing and coding of the audio-files. A Final thanks to the guest editors of this special issue, Dr. Freydis Vogel and Dr. Lenka Schnaubert, for inviting us to contribute, and of course our anonymous reviewers for helping us improve this article with their constructive reviews.

Publisher Copyright:
© 2022, The Author(s).

Funding

This project was funded by ‘Regieorgaan SIA’, part of the Netherlands Organization for Scientific Research (NWO). We want to thank everybody who participated in our study. Also we want to give a special thanks to Lars Bokkers and Bellamie Persad for developing ‘Y-read?’. Saskia van Ameijden, and Marlijn van Ham thank you for helping with the data collection, transcribing and coding of the audio-files. A Final thanks to the guest editors of this special issue, Dr. Freydis Vogel and Dr. Lenka Schnaubert, for inviting us to contribute, and of course our anonymous reviewers for helping us improve this article with their constructive reviews.

Keywords

Collaboration
External collaboration script
Secondary school
Shared regulated learning
Task-oriented reading

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10.1007/s11412-022-09365-x

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Cite this

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title = "{\textquoteleft}Supporting socially shared regulation during collaborative task-oriented reading{\textquoteright}",

abstract = "This study examined how to improve students{\textquoteright} regulation of task-oriented reading (TOR). TOR encompasses reading and information processing needed to perform a specific task. Previous studies suggest students can benefit from a collaboration script to enhance socially shared regulation of TOR. The collaboration script elicits discussions about task perception, strategy selection, and strategy reflection. This study aimed to examine the depth and socially sharedness of metacognitive regulation when working with a collaboration script among 44 prevocational secondary school students working in groups of four. In addition, we examined the consequent improvement of individual task representation, strategy selection, and strategy reflection after working with the script. The analysis of group discussions indicated that the collaboration script facilitated mainly low-level metacognitive regulation of TOR. However, after working with the script, students did improve their ability to determine a correct representation of a high-level task and to reflect on the most appropriate reading strategy for these tasks. Hence, we concluded that the {\textquoteleft}Y-read?{\textquoteright} collaboration script did elicit shared regulation during TOR.",

keywords = "Collaboration, External collaboration script, Secondary school, Shared regulated learning, Task-oriented reading",

author = "Jolique Kielstra and Inge Molenaar and {van Steensel}, Roel and Ludo Verhoeven",

note = "Funding Information: This project was funded by {\textquoteleft}Regieorgaan SIA{\textquoteright}, part of the Netherlands Organization for Scientific Research (NWO). We want to thank everybody who participated in our study. Also we want to give a special thanks to Lars Bokkers and Bellamie Persad for developing {\textquoteleft}Y-read?{\textquoteright}. Saskia van Ameijden, and Marlijn van Ham thank you for helping with the data collection, transcribing and coding of the audio-files. A Final thanks to the guest editors of this special issue, Dr. Freydis Vogel and Dr. Lenka Schnaubert, for inviting us to contribute, and of course our anonymous reviewers for helping us improve this article with their constructive reviews. Publisher Copyright: {\textcopyright} 2022, The Author(s).",

year = "2022",

month = mar,

doi = "10.1007/s11412-022-09365-x",

language = "English",

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N2 - This study examined how to improve students’ regulation of task-oriented reading (TOR). TOR encompasses reading and information processing needed to perform a specific task. Previous studies suggest students can benefit from a collaboration script to enhance socially shared regulation of TOR. The collaboration script elicits discussions about task perception, strategy selection, and strategy reflection. This study aimed to examine the depth and socially sharedness of metacognitive regulation when working with a collaboration script among 44 prevocational secondary school students working in groups of four. In addition, we examined the consequent improvement of individual task representation, strategy selection, and strategy reflection after working with the script. The analysis of group discussions indicated that the collaboration script facilitated mainly low-level metacognitive regulation of TOR. However, after working with the script, students did improve their ability to determine a correct representation of a high-level task and to reflect on the most appropriate reading strategy for these tasks. Hence, we concluded that the ‘Y-read?’ collaboration script did elicit shared regulation during TOR.

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‘Supporting socially shared regulation during collaborative task-oriented reading’

Abstract

Bibliographical note

Funding

Keywords

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