Regulated learning in CSCL: Theoretical progress for learning success

Abstract

Recent theoretical underpinnings of successful computer supported collaborative learning (CSCL) have suggested that it is not only necessary to create environments that allow for learners to work together on complex problems requiring collaboration (i.e., where the benefits of working with others is greater than the transaction costs involved in communicating and coordinating actions; P. Kirschner, Kirschner, & Janssen, 2014), but where the communication and coordination are well regulated.