Research Article

Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment

Suthanit Wetcho 1 * , Jaitip Na-Songkhla 1
More Detail
1 Chulalongkorn University, Thailand* Corresponding Author
Contemporary Educational Technology, 13(4), October 2021, ep319, https://doi.org/10.30935/cedtech/11074
OPEN ACCESS   2713 Views   1152 Downloads
Download Full Text (PDF)

ABSTRACT

Self-regulation is an essential skill in teacher development, especially for pre-service teachers who need to develop their own self-regulated skills while simultaneously promoting self-regulation in learners. This study outlines a teacher development program in which pre-service teachers participated in a self-regulatory process in a Mobile Computer-Supported Collaborative Learning (mCSCL) online learning environment. Our aim is to fill the existing gap in this area by adding more collaborative learning processes. This study aimed to investigate the predictive effects that self-evaluation to define tasks and goals (at forethought phase) has on self-reflection, which is mediated by collaboration. Furthermore, we have drawn the possibility of embedding collaboration into the socio-emotional note-taking process by using the concept of mCSCL throughout the self-regulated learning process. Data was collected from undergraduate students, working as pre-service teachers, and studying at two institutes in Thailand (N=147), with 17 items of self-regulatory inventory obtained from the original self-regulatory inventory together with 5 other collaboration developed by the author. Structural equation modelling (SEM) analysis was used to confirm a partial mediation model via direct and indirect effects. Later the path analysis, the qualitative data is acquired to re-design the socio-emotional collaborative note-taking on mCSCL tools during the self-regulatory learning process, corresponding with the model testing phase according to the previous study by a semi-structure interview with 5 pre-service teachers. The results proved that collaboration was found to be a significant partial mediator of self-evaluation and self-reflection, in accordance with the empirical data. With our findings we were able to design a socio-emotional collaborative note-taking activity in the mCSCL setting. We proposed collaborative note-taking activities which collaboration procedure is highlighted throughout 3 phases: collaboration in pre-performance (recording ideas and planning), collaboration during the performance (sharing and brainstorming, support and seeking helps), and collaboration in post-performance (reflecting and evaluating) in which the activity was taking place between instructors and peers during supervision period.
Keywords: self-regulation, collaborative-notetaking, MCSCL, socio-emotional, teacher development

CITATION (APA)

Wetcho, S., & Na-Songkhla, J. (2021). Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment. Contemporary Educational Technology, 13(4), ep319. https://doi.org/10.30935/cedtech/11074

REFERENCES

  1. Augustsson, G. (2010). Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students. The Internet and Higher Education, 13(4), 197-205. https://doi.org/10.1016/j.iheduc.2010.05.005
  2. Baloch, H. Z., Abdul Rahman, A., & A Ihad, N. (2012). Mobile collaborative informal learning design: Study of collaborative effectiveness using activity theory. International Journal of Interactive Mobile Technologies, 6(3), 34-41. https://doi.org/10.3991/ijim.v6i3.2090
  3. Bandura, A. (1976). Social learning theory. Prentice-Hall, Inc.
  4. Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1). 61-80.
  5. Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The self-regulation questionnaire. In L. VandeCreek & T. L. Jackson (Eds.), Innovations in clinical practice: A source book, Vol. 17 (pp. 281-292). Professional Resource Press/Professional Resource Exchange.
  6. Bughin, J., Hazan, E., Lund, S., Dahlström, P., Wiesinger, A., & Subramaniam, A. (2018). Skill shift automation and the future of the workforce. https://www.mckinsey.com/~/media/McKinsey/Featured%20
  7. Insights/Future%20of%20Organizations/Skill%20shift%20Automation%20and%20the%20future%20of%20the%20workforce/MGI-Skill-Shift-Automation-and-future-of-the-workforce-May-2018.ashx
  8. Cañabate, D., Serra, T., Bubnys, R., & Colomer, J. (2019). Pre-service teachers’ reflections on cooperative learning: Instructional approaches and identity construction. Sustainability, 11(21). https://doi.org/10.3390/su11215970
  9. Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82, 83-96. https://doi.org/10.1016/j.system.2019.03.005
  10. Chiu, C.-H., Wu, C.-Y., & Cheng, H.-W. (2013). Integrating reviewing strategies into shared electronic note-taking: Questioning, summarizing and note reading. Computers & Education, 67, 229-238. https://doi.org/10.1016/j.compedu.2013.04.015
  11. Chye, S., Zhou, M., Koh, C., & Liu, W. C. (2019). Using e-portfolios to facilitate reflection: Insights from an activity theoretical analysis. Teaching and Teacher Education, 85, 24-35. https://doi.org/10.1016/j.tate.2019.06.002
  12. Costa, R., Mauri, M., Ostáriz, P., & Moreno Guerrero, A. (2020). How to teach pre-service teachers to make a didactic program? The collaborative learning associated with mobile devices. Sustainability, 12, 3755. https://doi.org/10.3390/su12093755
  13. De Backer, L., Van Keer, H., & Valcke, M. (2020). Collaborative learning groups’ adoption of shared metacognitive regulation: examining the impact of structuring versus reflection-provoking support and its relation with group performance. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-020-00511-3
  14. Domjanić Drozdek, S., Feher Turković, L., Mojsović Ćuić, A., & Digula, O. (2020). The role of the iPad tablet in higher education science teaching. Pedagogical Research, 5(1), em0051. https://doi.org/10.29333/pr/6339
  15. Friedman, M. C. (2014). Notes on note-taking: Review of research and insights for students and instructors. https://hwpi.harvard.edu/files/hilt/files/notetaking_0.pdf
  16. Goggins, S. P., & Jahnke, I. (2013). CSCL@Work: Computer-supported collaborative learning at the workplace—Making learning visible in unexpected online places across established boundaries. In S. P. Goggins, I. Jahnke, & V. Wulf (Eds.), Computer-supported collaborative learning at the workplace: CSCL@Work (pp. 1-20). Springer US.
  17. György, G., & Watson, J. (1999). Early socio–emotional development: Contingency perception and the social-biofeedback model. In P. Rochat (Ed.), Early social cognition: Understanding others in the first months of life (pp. 101-136). Lawrence Erlbaum Associates Publishers.
  18. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. Pearson Education Limited.
  19. Harbin, M. B. (2020). Collaborative note-taking: A tool for creating a more inclusive college classroom. College Teaching, 68(4), 214-220. https://doi.org/10.1080/87567555.2020.1786664
  20. Hmelo-Silver, C. E., & Jeong, H. (2021). Benefits and challenges of interdisciplinarity in CSCL research: A view from the literature. Frontiers in Psychology, 11(3754). https://doi.org/10.3389/fpsyg.2020.579986
  21. Hsu, Y.-C., & Ching, Y.-H. (2013). Mobile computer-supported collaborative learning: A review of experimental research. British Journal of Educational Technology, 44(5), E111-E114. https://doi.org/10.1111/bjet.12002
  22. Hynninen, N. (2018). Impact of digital tools on the research writing process: A case study of collaborative writing in computer science. Discourse, Context & Media, 24, 16-23. https://doi.org/10.1016/j.dcm.2018.01.005
  23. Jakešová, J., Kalenda, J., & Gavora, P. (2015). Self-regulation and Academic Self-efficacy of Czech University Students. Procedia - Social and Behavioral Sciences, 174, 1117-1123. https://doi.org/10.1016/j.sbspro.2015.01.803
  24. Jansen, R. S., Lakens, D., & Ijsselsteijn, W. A. (2017). An integrative review of the cognitive costs and benefits of note-taking. Educational Research Review, 22, 223-233. https://doi.org/10.1016/j.edurev.2017.10.001
  25. Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39. https://doi.org/10.1080/00461520.2012.748006
  26. Järvelä, S., Kirschner, P., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools. Educational Technology Research and Development, 63, 125-142. https://doi.org/10.1007/s11423-014-9358-1
  27. Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Journal of PDK International, 94(8), 62-65. https://doi.org/10.1177/003172171309400815
  28. Kazeni, M., & McNaught, C. (2020). Using group discussion and reflection for developing student teacher autonomy. International Journal of Work-Integrated Learning, 21(1), 1-12.
  29. Kim, K., Turner, S. A., & Pérez-Quiñones, M. A. (2009). Requirements for electronic note taking systems: A field study of note taking in university classrooms. Education and Information Technologies, 14(3), 255-283. https://doi.org/10.1007/s10639-009-9086-z
  30. Kirschner, P. A., Martens, R. L., & Strijbos, J. W. (2004). CSCL in higher education? In J.-W. Strijbos, P. A. Kirschner, & R. L. Martens (Eds.), What we know about CSCL: And implementing it in higher education (pp. 3-30). Springer Netherlands.
  31. Kramarski, B., & Kohen, Z. (2017). Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts. Metacognition and Learning, 12(2), 157-191. https://doi.org/10.1007/s11409-016-9164-8
  32. Lepore, S., Greenberg, M. A., & Bruno, M. (2002). Expressive writing and health: Self-regulation of emotion-related experience, physiology, and behavior. In S. J. Lepore & J. M. Smyth (Eds.), The writing cure: How expressive writing promotes health and emotional well-being (p. 99-117). American Psychological Association. https://doi.org/10.1037/10451-005
  33. Lim, C. L., Ab Jalil, H., Ma, #039, rof, A. M., & Saad, W. Z. (2020). Peer Learning, Self-Regulated Learning and Academic Achievement in Blended Learning Courses: A Structural Equation Modeling Approach. International Journal of Emerging Technologies in Learning, 15(03), 16. https://doi.org/10.3991/ijet.v15i03.12031
  34. Luo, L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018). Laptop versus longhand note taking: effects on lecture notes and achievement. Instructional Science, 46(6), 947-971. https://doi.org/10.1007/s11251-018-9458-0
  35. Iinuma, M., Matsuhashi, T., Nakamura, T., & Chiyokura, H. (2016). Student awareness change in Computer Supported Collaborative Learning (CSCL) environment. International Journal of Information and Education Technology, 6(6), 448-452. https://doi.org/10.7763/IJIET.2016.V6.730
  36. Miura, M. (2017). ReactiveWebATN: Web-based handwriting note sharing system for distance learning. Procedia Computer Science, 112, 1326-1333. https://doi.org/10.1016/j.procs.2017.08.013
  37. Morehead, K., Dunlosky, J., & Rawson, K. A. (2019). How much mightier is the pen than the keyboard for note-taking? A replication and extension of Mueller and Oppenheimer (2014). Educational Psychology Review, 31(3), 753-780. https://doi.org/10.1007/s10648-019-09468-2
  38. Morehead, K., Dunlosky, J., Rawson, K. A., Blasiman, R., & Hollis, R. B. (2019). Note-taking habits of 21st Century college students: implications for student learning, memory, and achievement. Memory, 27(6), 807-819. https://doi.org/10.1080/09658211.2019.1569694
  39. Mueller, P. A., & Oppenheimer, D. M. (2016). Technology and note-taking in the classroom, boardroom, hospital room, and courtroom. Trends in Neuroscience and Education, 5(3), 139-145. https://doi.org/10.1016/j.tine.2016.06.002
  40. Näykki, P., Isohätälä, J., Järvelä, S., Pöysä-Tarhonen, J., & Häkkinen, P. (2017). Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study. International Journal of Computer-Supported Collaborative Learning, 12(3), 251-279. https://doi.org/10.1007/s11412-017-9259-5
  41. Nosratinia, M., & Deris, Z. (2015). An exploration into the relationship between EFL learners’ self-regulation and willingness to communicate. Theory and Practice in Language Studies, 5, 1921. https://doi.org/10.17507/tpls.0509.22
  42. OECD. (2019). Social and emotional skills well-being, connectedness and success. http://www.oecd.org/education/school/UPDATED%20Social%20and%20Emotional%20Skills%20-%20Well-being,%20connectedness%20and%20success.pdf%20(website).pdf
  43. Orchard, J. (2021). Moral education and the challenge of pre-service professional formation for teachers. Journal of Moral Education, 50(1), 104-113. https://doi.org/10.1080/03057240.2020.1763932
  44. Panadero, E., & Alqassab, M. (2019). An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading. Assessment & Evaluation in Higher Education, 44(8), 1253-1278. https://doi.org/10.1080/02602938.2019.1600186
  45. Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. https://doi.org/10.1016/j.edurev.2017.08.004
  46. Pérez, W., Cortés, R. D., Ramos, K., & Coronado, H. (2010). “Cursed and blessed”: Examining the socioemotional and academic experiences of undocumented Latina and Latino college students. New Directions for Student Services, 2010(131), 35-51. https://doi.org/10.1002/ss.366
  47. Pichardo, C., Justicia, F., de la Fuente, J., Martínez-Vicente, J. M., & Berbén, A. B. (2014). Factor structure of the Self-Regulation Questionnaire (SRQ) at Spanish universities. Span J Psychol, 17, E62. https://doi.org/10.1017/sjp.2014.63
  48. Popescu, E., Ilie, S., & Stefan, C. (2021, 2021//). Extending and evaluating a collaborative note-taking application: A pilot study [Paper presentation]. Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Workshops, Cham.
  49. Potgieter, J. C., & Botha, K. F. H. (2009). Psychometric properties of the Short Self-Regulation Questionnaire (SSRQ) in a South African context. Journal of Psychology in Africa, 19(3), 321-328. https://doi.org/10.1080/14330237.2009.10820298
  50. Robertson, S. M. C., Short, S. D., Sawyer, L., & Sweazy, S. (2020). Randomized controlled trial assessing the efficacy of expressive writing in reducing anxiety in first-year college students: the role of linguistic features. Psychology & health, 1-25. https://doi.org/10.1080/08870446.2020.1827146
  51. Sánchez Expósito, J., Leal Costa, C., Díaz Agea, J. L., Carrillo Izquierdo, M. D., & Jiménez Rodríguez, D. (2018). Socio-emotional competencies as predictors of performance of nursing students in simulated clinical practice. Nurse Education in Practice, 32, 122-128. https://doi.org/10.1016/j.nepr.2018.07.009
  52. Sargeant, J. M., Mann, K. V., van der Vleuten, C. P., & Metsemakers, J. F. (2009). Reflection: a link between receiving and using assessment feedback. Advances in Health Sciences Education, 14(3), 399-410. https://doi.org/10.1007/s10459-008-9124-4
  53. Sekerdej, M., & Szwed, P. (2021). Perceived self-efficacy facilitates critical reflection on one’s own group. Personality and Individual Differences, 168, 110302. https://doi.org/10.1016/j.paid.2020.110302
  54. Siegesmund, A. (2017). Using self-assessment to develop metacognition and self-regulated learners. FEMS Microbiology Letters, 364(11). https://doi.org/10.1093/femsle/fnx096
  55. Splichal, J. M., Oshima, J., & Oshima, R. (2018). Regulation of collaboration in project-based learning mediated by CSCL scripting reflection. Computers & Education, 125, 132-145. https://doi.org/10.1016/j.compedu.2018.06.003
  56. Stahl, G., & Hakkarainen, K. (2021). Theories of CSCL. In U. Cress, C. Rosé, A. Wise, & J. Oshima (Eds.), International handbook of computer-supported collaborative learning (Vol. 19). Springer International Publishing.
  57. Su, F., & Zou, D. (2020). Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications. Computer Assisted Language Learning, 1-35. https://doi.org/10.1080/09588221.2020.1831545
  58. Sun, D., & Li, Y. (2019). Effectiveness of digital note-taking on students’ performance in declarative, procedural and conditional knowledge learning, 14(18), 12. https://doi.org/10.3991/ijet.v14i18.10825
  59. Sung, Y.-T., Yang, J.-M., & Lee, H.-Y. (2017). The effects of mobile-computer-supported collaborative learning: Meta-analysis and critical synthesis. Review of Educational Research, 87(4), 768-805. https://doi.org/10.3102/0034654317704307
  60. The Learning Strategies Center. (2001). The Cornell note-taking system. http://lsc.cornell.edu/notes.html
  61. Trede, F., & Jackson, D. (2019). Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning. Active Learning in Higher Education. https://doi.org/10.1177/1469787419869125
  62. UNESCO. (2015). Teacher and educational quality: Monitoring global needs for 2015 Canada: UNESCO Institute for Statistics.
  63. Valtonen, T., Hoang, N., Sointu, E., Näykki, P., Virtanen, A., Pöysä-Tarhonen, J., Häkkinen, P., Järvelä, S., Mäkitalo, K., & Kukkonen, J. (2021). How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective. Computers in Human Behavior, 116, 106643. https://doi.org/10.1016/j.chb.2020.106643
  64. Wetcho, S., & Na-Songkhla, J. (2020). A Proposed Framework of Online Collaborative Note-taking Strategy in Self-Regulation Learning to Promote Instructional Design Practice for Pre-Service Teacher. Distance Learning, 17(1), 1-12.
  65. Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2018). Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism? Teaching and Teacher Education, 76, 126-139. https://doi.org/10.1016/j.tate.2018.08.012
  66. Witherby, A. E., & Tauber, S. K. (2019). The current status of students’ note-taking: Why and how do students take notes? Journal of Applied Research in Memory and Cognition, 8(2), 139-153. https://doi.org/10.1016/j.jarmac.2019.04.002
  67. Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39-49. https://doi.org/10.1016/j.system.2019.01.004
  68. Yang, Y.-F., & Lin, Y.-Y. (2015). Online collaborative note-taking strategies to foster EFL beginners’ literacy development. System, 52, 127-138. https://doi.org/10.1016/j.system.2015.05.006
  69. Yong Mei, F. (2010). Collaborative writing features. RELC Journal, 41(1), 18-30. https://doi.org/10.1177/0033688210362610
  70. Zalli, M. M. M., Nordin, H., & Awang Hashim, R. (2020). Online self-regulated learning strategies in MOOCs: A measurement model. International Journal of Emerging Technologies in Learning, 15(08), 9. https://doi.org/10.3991/ijet.v15i08.12401
  71. Zheng, L., & Yu, J. (2016). Exploring the behavioral patterns of Co-regulation in mobile computer-supported collaborative learning. Smart Learning Environments, 3(1), 1. https://doi.org/10.1186/s40561-016-0024-4
  72. Zimmerman, B. J. (2000). Chapter 2 - Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press.
  73. Zimmerman, B. J., Bonner, S., & Kovach, R. (2009). Developing self-regulated learners beyond achievement to self-efficacy. American Psychological Asscociation.