Exploring regulatory processes during a computer-supported collaborative learning task using process mining

摘要: The purpose of this study was to explore sequences social regulatory processes during a computer-supported collaborative learning task and their relationship group performance. Analogous self-regulation individual learning, we conceptualized regulation both as activities analyzing, planning, monitoring evaluating cognitive motivational aspects learning. We analyzed the data 42 participants working together in dyads. They had 90min develop common handout on statistical topic while communicating only via chat editor. log files editor were coded regarding regulation. Results show that dyads with higher performance (N=20) did not differ from lower (N=22) frequencies activities. In an exploratory way, used process mining identify patterns for high versus low resulting models clear parallels between achieving double loop task, monitoring, coordinating. Moreover, there are no major differences Both results discussed regard theoretical empirical issues. Furthermore, method is discussed.