Aus der Einführung:

"The chapter begins by introducing four key concepts: regulation, social interaction, collective cognitive responsibility, and coordination. Next, the research on group awareness tools (GATs) and representational guidance is surveyed. The main difference between the two is that awareness tools support regulation by providing information in addition to whatever representations and tools are provided for getting the task done, whereas support through representational guidance is integrated into the objects that are used for problem solving and learning; group awareness tools are display-centric, whereas representational guidance is object-centric. Research on roles, prompts, and script—all prominent in CSCL—are not addressed as these can be seen as means more for external regulation than for supporting self-regulation. The chapter ends with identifying promising areas for future research and addressing major implications for educational practice."

Reimann, P. & Bannert, M. (2018). Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments. In D. H. Schunk, & J. A. Greene (eds). Handbook of self-regulation of learning and performance (2nd ed., pp. 285-303.). New York: Routledge.