Research On The Intervention Of University Students’ Socially Regulated Learning In The Context Of Online Collaboration

Socially regulated learning is an important way to realize the cultivation of learners’ core literacy.When mankind enters the era of digital transformation of education,how to cultivate innovative talents through online education has become a hot topic in the field of educational technology.Online collaborative learning is a new form of "Internet + education",which empowers education and teaching with intelligent technologies and changes the supply mode of resources and services,thus becoming a normal teaching method.However,university students face many challenges in aspects such as cognition,metacognition,motivation,and emotion in the context of online collaboration.Socially regulated learning is a dynamic monitoring,management and regulation of the learning process by learners,which helps to mobilize learners’ cognitive and non-cognitive factors to effectively carry out online collaborative learning.However,without external intervention,it is usually difficult for learners to spontaneously produce high-quality socially regulated learning.Therefore,promoting the effective occurrence of learners’ socially regulated learning behavior has become the inevitable responsibility of teachers in the intelligent era,which is of great value to optimize the effect of online teaching and promote the digital transformation of education.Through the method of literature research,this study discussed the constituent elements of university students’ socially regulated learning in the context of online collaboration.On this basis,this study combined the grounded theory to explore the influencing factors of university students’ socially regulated learning in the context of online collaboration,and further built a model of influencing factors.In order to prove the validity of the model,the scale of influencing factors of socially regulated learning was developed,and the verification data were collected.Based on the data,this study explored the quantitative relationship between influencing factors and the effects of influencing factors on socially regulated learning through structural equation modeling and statistical analysis.According to the influence effect,the intervention strategies were designed,and the application effect was verified in the basic online collaborative learning situation and enhanced online collaborative learning situation respectively through the quasi-experimental method.The main results show that:(1)Determining the structural dimension of university students’ socially regulated learning in the context of online collaborationThrough literature review,this study determined the structural dimension of university students’ socially regulated learning in the context of online collaboration at the theoretical level,including task understanding,goal planning,process monitoring,effort control,social help,evaluation and reflection.The scale of socially regulated learning for university students in online collaborative context was developed,and the validity of the scale structure was determined by project analysis,exploratory factor analysis and confirmatory factor analysis.Through questionnaire survey and latent profile analysis,it was determined that the socially regulated learning level of university students in the online collaborative situation was generally above-middle level.The types of socially regulated learning to which learners belong could be divided into three types: low regulated level,moderate regulated level and high regulated level.(2)Determining the main influencing factors of university students’ socially regulated learning in the context of online collaborationThrough literature review and grounded theory method,this study preliminarily determined the main influencing factors of university students’ socially regulated learning in the context of online collaboration,including collaborative learning motivation,collaborative learning efficacy,priori knowledge level,collaborative organizational relationship,technical environment support,and teachers’ teaching design.In this study,a scale of influencing factors of university students’ socially regulated learning in online collaborative context was developed,and the validity of the scale structure was determined by project analysis,exploratory factor analysis and confirmatory factor analysis.On the basis of clarifying the structural elements of socially regulated learning and its influencing factors,a model of influencing factors of socially regulated learning was constructed.The results show that the six influencing factors have different degrees of influence on socially regulated learning.Specifically,teachers’ teaching design and the level of prior knowledge can affect socially regulated learning not only directly,but also indirectly through collaborative learning motivation and collaborative learning efficacy.Technical environment support can directly affect socially regulated learning only.Collaborative organizational relationship can only indirectly affect socially regulated learning through collaborative learning motivation and collaborative learning efficacy.The following elements are ranked as follows in the order of influence effect from big to small:the level of prior knowledge,collaborative organizational relationship,technical environment support,teacher teaching design.(3)Designing the intervention framework of university students’ socially regulated learning in the context of online collaboration and testing its practical effectBased on the reciprocal determinism,this study designed the intervention framework of university students’ socially regulated learning in the context of online collaboration,including the subject and object of intervention,the goal and approach of intervention,the form and timing of intervention,the level and intensity of intervention.Based on Biggs’ 3P teaching theory,the intervention practice route was designed,and the specific intervention strategies were designed from the three stages of planning and preparation,implementation and control,evaluation and reflection.In addition,this study discussed the influence of intervention strategies on collaborative learning results from the perspective of socially regulated learning,collaborative knowledge building,learners’ acceptance of intervention strategies and the influence of intervention strategies on learners’ cognitive load.The results include the following: first,socially regulated learning intervention strategies can promote learners’ socially regulated learning ability at the individual level;second,such intervention strategies can activate the high-level regulation focus related to content monitoring and task monitoring,but it has not activated the regulation focus related to individual and group emotion;third,the intervention strategies can stimulate collaborative groups to produce more collaborative knowledge building behavior;fourth,learners have a good acceptance of the intervention strategies;fifth,the intervention strategies do not lead learners to produce excessive cognitive load.The essence of the effect of such interventions on collaborative learning is that the relevant intervention measures promote the flow of information in Vygotsky space from individual space to group space,so that the group space has the conditions for cognitive processing,and further promotes the formation of shared mental models and interactive memory systems.This study explored the promotion mechanism of university students’ socially regulated learning in the context of online collaboration,further defined the intervention objectives of socially regulated learning,optimized the intervention ways of socially regulated learning,and improved the key competencies of university students.It has important theoretical significance and practical value to implement the national goal of cultivating innovative talents and promote the digital transformation of education.