Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks

DiDonato, Nicole

doi:10.1007/s11251-012-9206-9

Cited by 134 publications

(100 citation statements)

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“…Self-regulation refers to students' use of strategies that include planning, monitoring, and reflection to manage and improve cognition (White et al 2009). Planning involves selection of appropriate strategies and allocation of resources to organize and prepare for an upcoming task (Didonato 2013). Research examining skilled writers found that better writers spent more time planning and setting goals prior to carrying out the task, that and they were better able to achieve their plans compared with poorer writers (Bereiter and Scardamalia 1987).…”

Section: Metacognitionmentioning

confidence: 99%

“…Previous research on collaborative inquiry has shown that productive learning depends in part on students' development, deployment, and adaptation of metacognitive skills (Järvelä and Hadwin 2013;Schwarz and White 2005). There is also evidence that the use of metacognitive skills can help students to improve collaborative inquiry processes and domain understanding van Aalst and Chan 2007); and leads to high-quality learning and transfer (Didonato 2013;Vauras et al 2003). With appropriate scaffolding, students do engage in metacognitive processes as they work collaboratively on problems (Hurme and Järvelä 2005).…”

Section: Metacognitionmentioning

confidence: 99%

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Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an experienced teacher. We used multiple methods to analyze the students' online discourse at several levels of granularity. Results indicated that students with low achievement were able to take responsibility for advancing collective knowledge, as they generated theories and questions, built on each others' ideas, and synthesized and rose above their community's ideas. Analysis of qualitative data such as the KCA prompt sheets, student interviews and classroom observations indicated that students were capable of carrying out reflective assessment using the KCA in a knowledge building environment, and that the use of reflective assessment may have helped students to focus on goals of knowledge building. Implications for how students with low achievement collaboratively improve their knowledge-building discourse facilitated by reflective assessment are discussed.

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Section: Metacognitionmentioning

confidence: 99%

Section: Metacognitionmentioning

confidence: 99%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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“…The key criterion that the program has been developed as interdisciplinary is to ensure a general compliance between the classes in the school from the perspectives of subject, efficiency and skillstrategy simultaneously. Also, collaborative learning activities are required for both teachers and students during the implementation process of interdisciplinary teaching method (DiDonato, 2013). Especially, it is important for teachers of different classes to teach an interdisciplinary subject together in the same environment sometimes.…”

Section: Troductiomentioning

confidence: 99%

Evaluation of Interdisciplinary Teaching Approach in Geography Education

Sağdıç¹,

Demirkaya²

2014

Elektronik Sosyal Bilimler Dergisi

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The object of this study is to assess the interdisciplinary teaching approach in geography lessons in secondary education, based on the views of geography teachers in Turkey related to interdisciplinary teaching approach. Phenomenology design from qualitative research designs was applied in this study. Data obtained from this study was collected using "semi-structured interview form" conducted to geography teachers. The collected data was interpreted by considering the relevant literature, and some suggestions related with stakeholders were presented. Key Words: Geography lesson, geography teacher, interdisciplinary teaching ÖzBu araştırma, Türkiye'de görev yapan coğrafya öğretmenlerinin disiplinler arası öğretime ilişkin görüşlerinden yola çıkarak ortaöğretim kurumları coğrafya eğitiminde disiplinler arası öğretim yaklaşımını değerlendirmektir. Araştırmada nitel araştırma yöntemi; nitel araştırma desenlerinden olgu-bilim deseni uygulanmıştır. Araştırmanın verileri, okul yöneticilerini uygulanan 'yarı yapılandırılmış görüşme formu' ile toplanmıştır. Görüşme kayıtlarının değerlendirilmesinde içerik analizi kullanılmıştır. Araştırma sonucunda elde edilen veriler ilgili literatür göz önünde bulundurularak yorumlanmış ve ilgili paydaşlara yönelik bazı öneriler sunulmuştur. -2014 Cilt:13 Sayı:49 (386-410) www.esosder.org Spring-2014 Volume:13 Issue:49 387 I TRODUCTIOThe interdisciplinary concept means handling a concept, theme or problem through an integrated approach by using more than one discipline method and language (Jacobs 1989, Erickson 1995. In another words, interdisciplinary concept considers the richness of disciplines individually and interrelatedness of them, yet it also assumes that each problem in real world does not have a single correct answer (Perkins, 1994). Interdisciplinary approach is essentially based on holistic education. As a matter of fact, nothing can exist without a context in any kind; nothing is a standalone detached part (Miller, 2004). Interdisciplinary approaches, while arguably less effective than traditional approaches for building the depth of single-subject knowledge, emphasize higher-order thinking (e.g., analyzing, applying, generalizing) and seek meaningful connections between and among disciplines. (Ivanitskaya et al., 2002). On the other hand, the knowledge and skills earned through disciplinary approach don't seem to offer solution for problem encountered in daily life. Globalization, transition to information society and ecological and social developments occurring too fast has caused many problems to be resolvable with only interdisciplinary approach (Dervişoğlu and Soran, 2003). An interdisciplinary curriculum aims to solve complicated problems, which cannot be solved by using single discipline, with points of view developed by different disciplines (Repko, 2007). Traditional scientists have given priority and even partly superiority to their own fields. The main reason for that is the habit of explaining events and cases from their own perspectives. On ...

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“…Individual self-regulation and group co-regulation are, therefore, critical for the successful completion of a collaborative project (Hadwin, Järvelä, & Miller, 2011;McCaslin, 2009;Volet, Vauras, & Salonen, 2009). Not every student can skilfully regulate in both modes in a collaborative project (Cho & Lim, 2017;DiDonato, 2013; perhaps because of a lack of experience in collaboration. According to social constructivist theory, students' lack of experience in regulation can be overcome by observing skilful peers' regulation processes (Volet, Summers, & Thurman, 2009;Vygotsky, 1962).…”

mentioning

confidence: 99%

“…In addition, self-regulated learners use deep-level learning strategies, such as elaboration, reorganisation and critical thinking. These constructs work reciprocally during the process of self-regulation (Pintrich, 2004;Zimmerman, 2011).Researchers have found that self-regulation is not only significant in student achievement in individual tasks but also in positive learning experience in collaborative tasks (DiDonato, 2013;. For example, in a collaborative project, self-regulated learners not only use appropriate learning strategies but also monitor and support others' self-regulation processes (Cho & Cho, 2013;Volet, Summers, et al, 2009).…”

mentioning

confidence: 99%

Does documenting the regulation process on a blog enhance pre-service teachers’ self- and co-regulation in a collaborative project?

Cho¹,

Lim

Lee³

2017

AJET

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Students often complain about unsatisfactory experiences resulting from disproportionate contributions to collaborative projects. To improve the experience, we applied regulation theory to design a process to document regulation on a blog and examined whether such documentation enhanced students' self-regulation and co-regulation skills while working on a collaborative project. The results indicate that students improved both their self-and coregulation skills significantly and they were highly satisfied with their experiences in the collaborative task. In addition, the content analysis performed on the documented regulation reveals that students engaged in diverse types of regulation processes through social interaction with group members. A discussion of teaching and learning strategies when using a blog in a collaborative task is included in this paper. IntroductionCollaborating with group members is an essential skill that educators have deemed critical to student development in higher education (Summers & Volet, 2010). Successful collaboration occurs through conscious self-regulation as well as co-regulation among group members (DiDonato, 2013;Panadero, Kirschner, Järvelä, Malmberg, & Järvelä, 2015). Individually, students are expected to set goals and monitor and reflect upon their learning processes (Zimmerman, 2011). Collaboratively, group members are expected to share goals, divide roles and responsibly contribute to accomplishing common goals .Often, however, group collaboration ends unhappily due to the lack of self-regulation, which causes freeloading, or co-regulation, which results from unsystematic group reflection (Summers & Volet, 2010). Individual self-regulation and group co-regulation are, therefore, critical for the successful completion of a collaborative project (Hadwin, Järvelä, & Miller, 2011;McCaslin, 2009;Volet, Vauras, & Salonen, 2009).Not every student can skilfully regulate in both modes in a collaborative project (Cho & Lim, 2017;DiDonato, 2013; perhaps because of a lack of experience in collaboration. According to social constructivist theory, students' lack of experience in regulation can be overcome by observing skilful peers' regulation processes (Volet, Summers, & Thurman, 2009;Vygotsky, 1962). In addition, even if students know how to regulate, an absence of social support may discourage them from consistently engaging in high levels of regulation. Recognition and emotional support from group members are important for consistent regulation in collaborative projects (Cho & Cho, 2013).The use of social media is considered a promising method to support both self-regulation and co-regulation processes (Cho & Lim, 2017;Halic, Lee, Paulus, & Spence, 2010;Matzat & Vrieling, 2016;McLoughlin & Lee, 2010; Prestridge, 2014;Tan, Ladyshewsky, & Gardner, 2010). By documenting regulation on social media on a regular basis, students can observe the various ways others regulate their learning and gain the opportunity to reflect upon their own regulation processes, learning and growing as more...

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Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks

Cited by 134 publications

References 50 publications

Reflective assessment in knowledge building by students with low academic achievement

Reflective assessment in knowledge building by students with low academic achievement

Evaluation of Interdisciplinary Teaching Approach in Geography Education

Does documenting the regulation process on a blog enhance pre-service teachers’ self- and co-regulation in a collaborative project?

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