Interrelation between regulatory and socioemotional processes within collaborative groups characterized by facilitative and directive other-regulation

Social Collaboration Style Preferences and Cognitive Receptivity to Technological Change and Innovation in Open and Distance e-Learning

“…Social learning theory [12] postulates that learning takes place among and through other people and requires active participation in a social world. Social learning is an interpersonal and collaborative endeavour requiring signiicant social interaction [13]. The processes of participation and interaction are of signiicance because they provide, condition and sustain the context of knowledge generation and learning for the virtual community [14,15].…”

“…The activeinitiator and independent-evaluator preferences represent characteristics of a directive otherregulation orientation (i.e. taking an instructive role in guiding the joint activity and others and controlling and/or dominating others' atempts at making task contribution [13]), while the relective-evaluator represents characteristics of a facilitative other-regulation orientation (i.e. high-level content processing via monitoring for content understanding and improved task and content quality [13]).…”

“…Social regulation theory [13] suggests that facilitative and directive forms of other-regulation inluence the process of collaboration and quality of socioemotional interaction between group members within the community of collaborative learning. The activeinitiator and independent-evaluator preferences represent characteristics of a directive otherregulation orientation (i.e.…”

“…taking an instructive role in guiding the joint activity and others and controlling and/or dominating others' atempts at making task contribution [13]), while the relective-evaluator represents characteristics of a facilitative other-regulation orientation (i.e. high-level content processing via monitoring for content understanding and improved task and content quality [13]). Directive other-regulators tend to limit opportunities for other group members to regulate, contribute and participate in the joint task by preferring that their own contributions remain central to the discussion [13].…”

“…high-level content processing via monitoring for content understanding and improved task and content quality [13]). Directive other-regulators tend to limit opportunities for other group members to regulate, contribute and participate in the joint task by preferring that their own contributions remain central to the discussion [13]. The facilitative other-regulators tend to regulate the collaboration and task quality by inviting and encouraging others to participate and contribute to the joint tasks and by facilitating cognition and content understanding through a meta-cognitive monitoring and guiding approach [13].…”