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Recent technological development has created new pedagogical practices in the EFL classroom to maximize the time for students to use the language by considering online tools. Whilst working in a pedagogical context with new technologies, some educators were concerned with how online interaction in EFL content-based classes could be effectively promoted with university students. It was difficult to design and carry out online activities that students would find interesting enough to participatein and interact with their peers and teachers. Thus, this pedagogical innovation shows how two EFL teachers implemented a peer feedback strategy to foster online interaction. The outcomes point to new strategies as well as pedagogical possibilities to motivate students' interaction when working in online environments. El creciente desarrollo tecnológico ha creado nuevas prácticas pedagógicas en el aula de clase de inglés como lengua extranjera para maximizar el tiempo en ambientes virtuales. Por trabajar en un contexto pedagógico donde se están implementando nuevas tecnologías, algunos profesores se preocuparon por promover la interacción y participación en línea de estudiantes universitarios en la clase inglés. Dado que fue difícil diseñar y llevar a cabo actividades en línea para que los estudiantes participaran e interactuaran con sus compañeros y maestros, el artículo expone en qué consistió la innovación pedagógica que dos profesoras de inglés implementaron como estrategia de realimentación parafomentar la interacción en línea. Los resultados reflejan la necesidad de crear nuevas estrategias y posibilidades pedagógicas para motivar la interacción de los estudiantes cuando trabajan en entornos virtuales.

This study advances the emerging research on shared metacognition through the lens of the community of inquiry framework. It seeks components and utterances of the community of inquiry and shared metacognition in online collaborative learning environments to bring an instructional design model to the fore. A three-cycle design-based research method was followed in two cases of university students by triangulating the quantitative and qualitative data sources. A coding scheme, the shared metacognition questionnaire, the community of inquiry questionnaire and one-to-one and focus-group interview protocols were used as data collection tools. Quantitative data were interpreted through descriptive, inferential statistics, and an open/selective coding process interpreted qualitative data. The findings pointed out that the community of inquiry framework presented a powerful theoretical ground to investigate and distinguish cognitive, social, and teaching presence episodes from shared metacognition episodes. Orientation-planning, monitoring, and evaluation-reflection were proved as three main components of the shared metacognition construct in online collaborative learning settings. This study further advances the specification of each shared metacognition component from the group-related regulative actions and task-related regulatory actions. Moreover, a set of six instructional design principles within an instructional design model that combines the components of shared metacognition were put forward. These guidelines are intended to aid practitioners and instructional designers in the development of online collaborative learning activities.

While a number of studies have considered that metacognition is related to processes at an individual level, the role of metacognition during collaborative learning activities remains unclear. Metacognition has been studied mainly as a process of the individual, neglecting the relevance of group regulated behavior during cooperative activities and how group members perceive their skills and reflect on group potentialities. The current study presents the construction and validation of a 20-item quantitative scale for measuring the metacognition of groups based on their knowledge of cognition, planning, monitoring and evaluating. The tool was presented to 362 university students participating in online collaborative activities. The validity and reliability of the scale were verified calculating descriptive statistics, the KMO and Bartlett tests, exploratory factor analysis, Cronbach's alpha, a confirmatory factor analysis and multi-group invariance testing. The findings showed that the instrument is sufficiently valid and reliable. To demonstrate its utility, the scale was used to observe differences in the processes among students attending several courses. Trainee teachers of primary school reported a higher metacognitive level than students in psychology, for example. The findings indicate that metacognition should also be considered in a group dimension rather than only as a reflection of individual behavior, and it should be a relevant construct for understanding online collaborative processes. Ways in which the scale could be applied to improve CSCL and further research for assessing the correlation between metacognition and other constructs are also discussed.

Interest in understanding regulation in the context of collaborative learning has increased in the past decade. Existing studies have investigated how regulated learning evolves in collaborative learning by focusing on external behaviors, and how different types and strategies of regulation are effective in promoting collaborative learning. Due to the cyclical and dynamic characteristics of regulation, there is a need for new methods that can trace the dynamic emergence of regulatory processes in diver collaborative learning contexts, so as to provide some insight into effective learning design. In the context of 45 student teachers participating in multi-layered online collaborative activities, this study investigated their regulatory patterns during various stages of online collaborative learning activities over an eight-week semester via content analysis and epistemic network analysis (ENA). Quantitative analyses indicated that student teachers demonstrated active social aspects of regulation and had many regulatory behaviors in content monitoring in the designed online collaborative learning activities. Through identifying and comparing the regulatory patterns of the high-performing group and the low-performing group across the stages of learning activities, the results showed that the group demonstrating ample regulatory patterns in “content monitoring”, “evaluating”, and “social emotional regulatory behavior” performed better on the collective score of group product. Furthermore, the analysis elucidated how groups regulated their collaboration variously in different stages of online learning activities. Suggestions about regulated learning at both cognitive and social emotional aspects are provided to teachers and learning designers for designing and implementing online collaborative learning activities.

A growing amount of research focuses on learning in group settings and more specifically on learning in computer-supported collaborative learning (CSCL) settings. Studies on western students indicate that online collaboration enhances student learning achievement; however, few empirical studies have examined student satisfaction, performance, and knowledge construction through online collaboration from a cross-cultural perspective. This study examines satisfaction, performance, and knowledge construction via online group discussions of students in two different cultural contexts. Students were both first-year university students majoring in educational sciences at a Flemish university and a Chinese university. Differences and similarities of the two groups of students with regard to satisfaction, learning process, and achievement were analyzed.

Supporting learners in achieving high-level socially shared regulation of learning (SSRL) in the online collaborative learning (OCL) context presents challenges that the utilization of artificial intelligence (AI) technologies may help solve. However, the effective uses of AI to support multifaceted areas (cognition, metacognition, and motivation) and phases (forethought, performance, and reflection) of SSRL remain elusive. Furthermore, research on developing an educational AI and what pedagogical attributes and elements are required for AI to support students' SSRL effectively is limited. This study, therefore, aims to investigate students' perceptions of AI applications in enhancing SSRL and to explore the essential pedagogical elements necessary for AI to support SSRL during the OCL. To achieve these aims, the study conducted Focus Group Interviews facilitated by 9 scenarios of AI application storyboards and paper prototypes with 30 undergraduate and graduate students. The study findings show that students perceive various types of AI to support cognitive, metacognitive, and motivational areas across different SSRL phases. The study also found that students viewed AI as an active learning agent, serving in roles previously inhabited solely by human educators and students. Furthermore, the study reveals seven key pedagogical elements across TPACK components such as pedagogical, content, technological, pedagogical content, technological pedagogical, technological content, and technological pedagogical content knowledge deemed crucial by students for AI to support SSRL in OCL effectively. These findings offer implications for using and designing educationally relevant AI to support SSRL in OCL environments.

The recent outbreak of COVID-19 posed discontinuous disruption to traditional learning modes worldwide. In order to keep social distance, online collaborative learning has become a necessity during the pandemic. However, our understanding of students’ well-being and satisfaction with online collaborative learning is limited, especially during the COVID-19 period. Leveraging expectation confirmation theory, this study focuses on the triggers and inhibitors of students’ cognitive load during online collaborative learning process and their subsequent satisfaction with the learning mode during the pandemic. We used a mixed-method approach in this study. We conducted a qualitative study with interview data and a quantitative study with surveys. The results indicate several psychological and cognitive antecedents of students’ cognitive load during online collaborative learning. Findings also indicate that a high level of cognitive load will decrease students’ perceived usefulness of the online learning platform and expectation confirmation, thus leading to a low level of satisfaction with online collaborative learning. This study can provide theoretical and practical implications for a better understanding of online student groups’ satisfaction with online collaborative learning during the COVID-19 period.

With the rapid rise of online education, collaborative learning is no longer confined to physical classrooms. Yet, it remains unclear whether online collaboration, especially with or without visual cues, can support the same cognitive and neural processes as in-person collaboration. This study used multimodal learning analytics to compare collaboration processes and inter-brain synchronization (IBS) under three conditions: in-person, online with camera on, and online with camera off. Seventy-seven learner dyads completed a 28-minute collaborative writing task while their brain activity was recorded simultaneously using functional near-infrared spectroscopy (fNIRS). Across all three conditions, collaborative learning significantly improved outcomes. In-person and online (camera on) learners showed comparable IBS in the middle temporal gyrus. However, camera-on learners displayed more frequent higher-order behaviors (e.g., monitoring, questioning, mutual understanding, argument building) and greater dorsolateral prefrontal cortex activation, reflecting increased executive control demands. In contrast, camera-off learners achieved learning gains but engaged in less information exchange, emphasized mutual understanding and collaborative planning, and exhibited markedly lower IBS. Together, these findings indicate that while both in-person and online collaboration can yield similar levels of achievement, their cognitive costs differ: in-person collaboration is more efficient, whereas online collaboration requires additional regulation and cognitive effort. The absence of visual cues further constrains information sharing and social interaction, undermining IBS. These insights help explain the mechanisms that shape collaborative learning across contexts and offer guidance for designing more effective online learning environments.

In the previous study the work experience on organization of teaching Robotics to secondary school students at school lessons and in study groups was introduced. This study which was conducted within 2019 and 2021 covered the period of distant learning caused by COVID-19 pandemic and even post-pandemic period, when a part of school students continued learning online. The study deals with the problem of developing school students’ computational thinking in online learning. We consider computational thinking as a set of cognitive skills of solving educational and cognitive problems. The research questions raised were aimed at solving the problem of the influence of Educational Robotics on developing computational thinking. During the research we have found out that due to the adaptability of robots, Educational Robotics, the development of individual learning programs, and the arrangement of collaborative online learning are instruments and a solution to the problem of developing computational thinking. The main components of computational thinking, which were studied within those 3 years, are the following: algorithmic thinking, ability to program, and efficiency in team work. The influence of the learning strategy we chose enabled us to determine the level of computational thinking and its dependence on learning Robotics. We used statistical criteria in order to summarize the results of our research. The statistics provided suggests progress in the indicator tracked. Based on the experimental data received we approximated reliability (R 2 ) and relevant exponential equation (trend lines). The research we carried out also has led to the general conclusion that Educational Robotics helps to create synergistic learning environment for stimulating students’ motivation, collaboration, self-efficacy and creativity.

Collaboration scripts are widely employed in online collaborative learning to enhance student engagement and facilitate collaboration. However, the optimal level of scripting remains a subject of debate. This study aims to address this issue by designing and developing different types of collaborative scripts implemented through conversational agents and supported by WeChat. Utilizing interventional studies, we investigate the effects of these different collaboration scripts on student engagement during online collaborative learning. A total of 54 college students participates in the study, divided into six adaptable scripts teams, six maximal script team, and six minimal script team, with each team consisting of three students. Both quantitative and qualitative data are collected and meticulously analyzed. The results reveal that the maximal collaboration script significantly enhances cognitive interactions, whereas the minimal collaboration script fosters high-quality cognitive engagement. In terms of socio-emotional engagement, the adaptable collaboration script effectively promotes positive socio-emotional engagement, while the maximal collaboration script facilitates greater socio-emotional interactions. Furthermore, thematic analysis demonstrates that all three types of collaboration scripts support student engagement by providing time reminders, facilitating planning, clarifying ideas, and promoting task reflection. These findings have important implications for improving group learning engagement in online collaborative learning environments.