Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (original) (raw)
Related papers
2018
To conceptualize regulation processes that may occur within groups, a differentiation between self-regulation (i.e., individual members regulate their own learning during collaboration), co-regulation (i.e., single learners regulate the learning of one or more of their learning partners), and shared regulation (i.e., the whole group regulates its learning) has been proposed. This symposium assembles four papers that offer various ways regarding the measurement of prerequisites and processes of such regulatory efforts during group learning. The presented methods range from Likert-scale self-report questionnaires over video case vignettes towards an analysis of real group processes by aid of logfiles and discourse coding schemes.
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
Learning and Instruction, 2009
This article examines the nature and process of collaborative learning in student-led group activities at university. A situative framework combining the constructs of social regulation and content processing was developed to identify instances of productive high-level co-regulation. Data involves video footage of groups of science students working on a case-based project. Striking group differences in types of interactions were revealed. Regularities in the emergence of high-level co-regulation and features of interactions that contributed to the maintenance of productive collaboration were also identified. The importance of fostering students' development as co-learners is highlighted.
European Journal of Psychology of Education, 2016
The present study investigates collaborative learners' adoption of key regulation activities (i.e., orienting, planning, monitoring, and evaluating) and a deep-level regulation approach in relation to characteristics of their collaboration on the cognitive and communicative level. More specifically, the correlation of collaborative learners' regulation behavior with respectively their content processing strategies and the level of transactivity in their discussions is analyzed. The study is conducted in a naturalistic reciprocal peer tutoring (RPT) setting in higher education. Sessions of five randomly selected RPT groups participating in a semesterlong RPT intervention were videotaped (70 h). Binary logistic regressions were performed to examine how RPT participants' metacognitive regulation is related to their content processing and transactive discussions. Results reveal that students' adoption of key regulation activities is significantly correlated with their adoption of content processing strategies, although different correlations are revealed for particular regulation activities. Additionally, RPT participants' adoption of regulation activities is significantly related to students' transactive discussions, both when reacting to each other's cognitive and metacognitive contributions. With regard to RPT participants' adoption of a deep-level regulation approach, the results show significant correlations with higher-order content processing as well as with representational and operational transactive discussions, in which students respectively paraphrase or elaborate on each other's contributions. The present study's micro-analytical examination of RPT participants' learning and regulation processes contributes important insights to the literature on collaborative learners' regulation, providing input for stronger theoretical models and facilitating instructors' adequate support of collaborative learners.
International Journal of Educational Research, 2017
This study investigated how socially shared regulation of learning (SSRL) emerged during the fluctuation of participation in interaction in collaborative learning. Twenty-four student teachers in six small groups were video-recorded during collaborative tasks in mathematics. Manifestations of SSRL and students' participation were micro-analytically coded. Next, the concurrence between manifestations of SSRL and the fluctuation of participation was examined and illustrative examples were described. The results show that SSRL involved more active participation than task-focused interaction overall and that SSRL often coincided with increases in participation to a higher level than general. The findings suggest that manifestations of SSRL involved activated participation during the moments when interaction was needed to reciprocally resolve situative challenges and to coordinate activities.
Metacognition and Learning
In collaborative learning situations, monitoring is needed to maintain common progress toward shared goals. The present study aimed to analyze group-level monitoring events, as well as groups’ reactions to these events, to identify instances of adaptive regulation and maladaptive behavior. Three dimensions of monitoring events were qualitatively coded from video data: the monitoring target, valence, and phase, which provided insight into identifying critical moments during the collaborative process when regulation is needed. By looking at what kind of monitoring the groups engaged in, and how the groups progressed after the need for regulation arose, different types of adaptive regulation and maladaptive behavior were distinguished. In addition, group-level physiological state transitions in the heart rate were explored to see whether changes in regulation (adaptive regulation and maladaptive behavior) were reflected in the state transitions. Nine groups of three students each parti...
Learning and Instruction, 2012
The purpose of the present research was to advance the development of knowledge regarding social aspects of self-regulated learning (SRL). The study had the objective of exploring the occurrence of self and social aspects of regulation during collaborative activities within regular primary science classes. Through a multiple case study approach, 8 children organised in two work groups were videotaped working in collaborative activities during one academic semester. The findings show a general increase of SRL activity within the groups during the semester, and positive relationships between focus of the activity and type of social regulation. The study sheds light on the advantages of combining analytical and holistic analysis when researching collaborative activities in the classroom. Implications for practice and future research are discussed.
International Journal of Computer-Supported Collaborative Learning
Self-regulation is critical for successful learning, and socially shared regulation contributes to productive collaborative learning. The problem is that the psychological processes at the foundation of regulation are invisible and, thus, very challenging to understand, support, and influence. The aim of this paper is to review the progress in socially shared regulation research data collection methods for trying to understand the complex process of regulation in the social learning context, for example, collaborative learning and computer-supported collaborative learning. We highlight the importance of tracing the sequential and temporal characteristics of regulation in learning by focusing on data for individual- and group-level shared regulatory activities that use technological research tools and by gathering in-situ data about students’ challenges that provoke regulation of learning. We explain how we understand regulation in a social context, argue why methodological progress ...
Frontiers in Education, 2020
Social influences on classroom learning have a long research tradition and are critical components of self-regulated learning theories. More recently, researchers have explored the social influences of self-regulated learning in cooperative learning contexts. In these settings, co-regulation of learning and socially-shared regulation of learning strategies have been aligned with self-regulated learning theory. However, without specific training or structure, teachers are not likely to explicitly integrate SRL strategies into their teaching. We use case studies to better understand how Zimmerman's theory of self-regulated learning (2008) and Hadwin's conceptual framework of socially-shared regulation of learning (2018) emerge from teachers' support of student-centered instruction. We purposely selected two proficient teachers for more extensive observations focused on student behaviors in teams. The observation instruments afford us a means of advancing research and practice with respect to how teamwork may elicit self-and socially-shared regulation of learning strategies. Consistent with previous findings, the teachers we observed seem to have made many pedagogical moves to explicitly prompt self-and team monitoring of learning during engagement with course content yet provided fewer opportunities for students to think through the planning and evaluation processes. These findings suggest the cooperative learning model implemented in these classrooms provides support for students' co-and socially-shared regulation of learning.
International Journal of Computer-Supported Collaborative Learning, 2016
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. For collaborative learning to be effective, students must explicate their thoughts, actively participate, discuss and negotiate their views with the other students in their team, coordinate and metacognitively regulate their actions between them (Järvelä & Hadwin, 2013), and share responsibility for both the learning process and the common product (Fransen, Weinberger, & Kirschner, 2013). In collaborating, not only cognitive and metacognitive aspects of subject matter content play an important role, but also the social and meta-social aspects of collaboration (Puntambekar & Hubscher, 2005; Rienties, Tempelaar, Van den Bossche, Gijselaers, & Segers, 2009). Despite extensive empirical research in CSCL, there is still little research about how groups, and individuals in groups, can be supported to engage in, sustain, and productively regulate collaborative processes. This may be due to overemphasis on developing and testing the functionality and usability of technology-based tools for sharing information or emphasized attention to the content related knowledge co-construction in CSCL. It may be also because of the variety of ways to conceptualize the concept of regulation in CSCL (Järvelä & Hadwin, 2013). This symposium-an extension of the 2013 Special Issue in Educational Psychologist on the theories underlying CSCL and its use-introduces the ongoing new generation approach to theory building in CSCL; examining and clarifying the role of regulation in collaboration and pushing the discussion further. Papers examine aspects of socially shared regulation, regulative scripting, awareness tools to promote regulation and how multimedia environments can promote regulation. Each paper in the symposium: (a) specifically identifies what is regulated (e.g., task knowledge, own prior knowledge, goals and plans, strategic knowledge, motivation or emotions, etc.) in CSCL, (b) presents empirical findings to show how regulation emerges or influences collaboration, (c) identifies and discusses conditions under which regulation emerges and can be supported, and (d) identifies targets for future research about regulation in CSCL. Looking at the major problems encountered when using CSCL as pedagogy, one can conclude that many of them might be solved if we would progress in concepts and tools that could help the participants in CSCL groups in the regulation of their working and learning within the group (Järvelä, Kirschner, Panadero, Malmberg, Phielix, Jaspers, Koivuniemi, & Järvenoja, 2014). Being able to strategically regulate one's own learning and that of others is a vital and increasingly important 21st century skill. This includes, for example,