Design And Practice Of Shared Regulatory Scaffolds For Cultivating Collective Cognitive Responsibility

In collaborative learning classrooms,there is a phenomenon of "lack of collaboration online,lack of construction in collaboration,and low level of construction" due to students’ low level of collective cognitive responsibility.In order to promote students’ online collaboration,this study designed intervention support based on the theory of shared regulation,guiding students to participate in regulating cognition,emotion,motivation,and behavioral states in online collaboration.Through classroom practice,this study explores effective ways to cultivate students’ collective cognitive responsibility and improve knowledge building level by using the designed shared regulation support.The research consists of three parts: The first part summarizes the influencing factors and measurement methods of collective cognitive responsibility and integrates an evaluation framework for collective cognitive responsibility.The second part,based on the Shared Regulation Theory and Learning Support Theory,targets the three constituent elements of collective cognitive responsibility,namely responsibility cognition,responsibility emotion,and responsibility behavior,and designs a Shared Regulation Support framework for cultivating collective cognitive responsibility,consisting of five specific components: Shared Task Understanding Table,Shared Goals and Plans Table,Role Speech Type Rules,Group Perception Tools,and Shared Evaluation Reflection Table,from three dimensions: collaboration script,group perception,and evaluation reflection.The third part focuses on a 9-week case study of collaborative knowledge building in a KF forum-based classroom involving 25 master’s students from a university,to examine the effectiveness of the designed Shared Regulation Support framework.The study utilized methods such as content analysis,social network analysis,and statistical analysis to investigate the collective cognitive responsibility,knowledge building level,and collaborative learning effects of students.It was found that using shared regulation scaffolding in collaborative knowledge building classrooms can effectively cultivate students’ collective cognitive responsibility.Specifically,in the dimension of cognitive responsibility,students were cultivated to pay more attention to the internal construction logic of viewpoints;in the dimension of affective responsibility,students’ sense of collective responsibility and identification were enhanced;in the dimension of behavioral responsibility,students’ awareness of knowledge contribution,complementary knowledge contribution,and extensive participation in knowledge contribution were cultivated.Additionally,the use of shared regulation scaffolding can improve the breadth and depth of students’ knowledge building and enhance their knowledge building level.