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High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?

Volet, Simone ; Summers, Mark ; Thurman, Joanne

Learning and instruction, 2009-04, Vol.19 (2), p.128-143 [Periódico revisado por pares]

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Título:
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
Autor: Volet, Simone ; Summers, Mark ; Thurman, Joanne
Assuntos: Co-regulation ; Collaborative learning ; College Students ; Cooperative Learning ; Group Activities ; Group Dynamics ; Group work ; Science Instruction ; Situative perspective ; Social regulation ; Video Technology
É parte de: Learning and instruction, 2009-04, Vol.19 (2), p.128-143
Descrição: 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.
Editor: Elsevier Ltd
Idioma: Inglês

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