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One of the most important topics in computer supported collaborative learning is self-regulated learning other than with the support of teachers. The self-regulation of collaboration can be defined as the social processes students use to coordinate their joint effort on an activity. This paper presents a Brazilian case study that examines the impact of the Metafora computational platform for supporting the regulation of collaboration amongst Brazilian students. Our goal is to investigate whether the use of the Metafora visual language helps students in learning to learn together (L2L2). L2L2 encompasses the development of the ability to coordinate collaborations. To pursue this goal, we provide evidence of coordination mechanisms and emotional responses behind the use of Metafora planning tool by students. The results of this case study demonstrate that students' interactions using the Metafora Planning tool influenced their development of L2L2 in such a way that the students experienced it as natural and engaging. Metafora planning tool provides students with a friendly environment to regulate group processes. It has the potential to modify students' thoughts concerning the coordination of collaborative processes.
Ferreira, D. J., Ruas, K., Barreto, V. L., Melo, T. F. N., Ramada, M. S., & Wegerif, R. (2017). The impact of a visual language for learning to learn together on Brazilian students. Educacao e Pesquisa, 43(2), 427–450. https://doi.org/10.1590/S1517-9702201604145153
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