Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning
Bibliographic Data
| ID | 21228014 |
|---|---|
| Authors | Sara Ahola (0000-0001-7090-6287, University of Oulu, corresponding author), Jonna Malmberg (0000-0002-8890-4068, University of Oulu), Hanna Järvenoja (0000-0003-4816-5392, University of Oulu) |
| Year | 2024 |
| Volume | 49 |
| Pages | 100870 |
| Publication date | 2024-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Learning Culture and Social Interaction (JOURNAL) |
| Journal identifiers | ISSN: 2210-6561 • E-ISSN: 2210-657X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.lcsi.2024.100870 |
| OpenAlex | W4404632253 |
| Language | EN |
| Citations received | 5 |
| References cited | 55 |
The participation of group members is vital in collaborative learning (CL) to achieve a shared goal. When challenges are inevitably faced during CL, retaking control of the shared learning processes calls for group members' regulatory contributions. Yet, research on how learners contribute to group-level regulation is limited. To understand how regulation manifests in collaborative group contexts, there is a need to understand the role that individual learners' contributions play. Therefore, the current study aims to explore how learners contribute to regulation in an authentic face-to-face CL setting. The study participants comprised 94 seventh graders. The context of the study was a physics course where participants were videotaped during their collaborative work across four 90-min lessons. Thirteen different contributions were identified based on detailed qualitative video analysis. The results from process models show that co-regulation of learning (CoRL) and socially shared regulation of learning (SSRL) episodes commonly initiated in a similar manner and shared the most typical path in terms of the contributions. However, differences emerged, highlighting the central roles of guiding and following in CoRL, and sharedness and co-construction in SSRL. The study sheds light on how learner contributions should be considered while trying to understand regulation among CL groups. • CoRL and SSRL are initiated similarly based on monitoring. • Understanding task information is a key process in both CoRL and SSRL. • CoRL progresses with guiding and following. • SSRL progresses with co-construction and negotiated consensus. • CoRL and SSRL differ in terms of the quality of socio-emotional activity
Collaborative learning · Mathematics education · Pedagogy · Sociology · Education and Technology Integration · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
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| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |