Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts

Schoor, Cornelia; Narciss, Susanne; Körndle, Hermann

doi:10.1080/00461520.2015.1038540

Cited by 89 publications

(73 citation statements)

References 84 publications

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“…From a socio-cognitive perspective (Salonen et al 2005;Vauras et al 2003;Volet et al 2009b), it concerns how groups of individuals as multiple self-regulating agents socially regulate each other's learning. In the recent literature, Schoor et al (2015) suggest using the term co-regulation to refer to a 'non-equal relationship with the purpose to scaffold for the appropriation of self-regulation, but not for cooperative and collaborative learning among peers where peer has a predominant role all the time ' (p. 110).…”

Section: From Self-regulated Learning To Social Regulation Of Learningmentioning

confidence: 99%

“…In sum, considering the proliferation and the overlapping of various terms, we chose to use: (a) the term social regulation of learning to refer to all the social modes of regulation-although Schoor et al (2015) suggested using it only for non-equal relationships-and (b) the term co-regulation to explicitly refer to regulatory processes during cooperative or collaborative learning, in line with Volet et al (2009b), especially to enlighten the variations and content-processing level of these processes.…”

Section: From Self-regulated Learning To Social Regulation Of Learningmentioning

confidence: 99%

“…Social regulation can range from other-regulation to socially shared regulation. The term other-regulation is applied to situations in which a 'momentary unequal situation' arises (Volet et al 2009b): one student temporarily predominates the group's interactions and takes the guiding role in the joint activity, in a directive or facilitative way (Vauras et al 2003;Volet et al 2009b;Rogat and AdamsWiggins 2014;Volet 2013, 2014;Schoor et al 2015;Rogat and Adams-Wiggins 2015). The term socially shared regulation-it has been used interchangeably with the term socially shared metacognition, although the latter is more focused on the regulation of cognition-refers to those 'individuals' metacognitive processes that operate as a genuine social entity, aimed at a single objective, that is, the fully shared goal of the activity' (Iiskala 2011, p. 379).…”

Section: From Self-regulated Learning To Social Regulation Of Learningmentioning

confidence: 99%

See 2 more Smart Citations

Co-regulations of learning in small groups of chef apprentices: when do they appear and what influences them?

Motta¹,

Cattáneo²,

Gurtner

2017

Empirical Res Voc Ed Train

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Section: From Self-regulated Learning To Social Regulation Of Learningmentioning

confidence: 99%

Section: From Self-regulated Learning To Social Regulation Of Learningmentioning

confidence: 99%

Section: From Self-regulated Learning To Social Regulation Of Learningmentioning

confidence: 99%

See 1 more Smart Citation

Co-regulations of learning in small groups of chef apprentices: when do they appear and what influences them?

Motta¹,

Cattáneo²,

Gurtner

2017

Empirical Res Voc Ed Train

View full text Add to dashboard Cite

“…From the social cognitive perspective, students develop self-regulation by observing the regulation processes of others, who in turn reinforce their self-regulation by providing feedback (Schoor, Narciss, & Körndle, 2015). A blog provided the opportunity for students to do both (Philip & Nicholls, 2009;Sullivan & Longnecker, 2014); thus, their self-regulation was expected to improve through social interaction mediated by a blog.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…From the social cultural perspective, students' self-regulation is improved in social contexts through internalisation, often explained as a transition from more capable others' regulation to self-regulation (Hadwin et al, 2011;Hadwin, Wozney, & Pontin, 2005;McCaslin, 2009). The transitional period is called co-regulation (Schoor et al, 2015), which can be influential not only to individuals but also to the motivation, cognition and emotion of groups (Järvenoja, Volet, & Järvelä, 2013); therefore, we assumed that a blog, which provides a technology-mediated social context, plays an important role in co-regulation and contributes to the improvement of both self-regulation and co-regulation, leading students to successful experiences with group projects. …”

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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Assessment IS learning: developing a student‐centred approach for assessment in Higher Education

Rutherford,

Pritchard,

Francis

2024

FEBS Open Bio

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Assessment and the associated feedback from those assessments are powerful factors in the development of students' learning. We have seen a shift within the Higher Education sector to conceptualise assessment as being more than summative assessment ‘of’ learning. Instead, there has been a greater emphasis on assessment ‘as’ learning, or assessment ‘for’ learning, through the enhanced use of formative assessments. Centralising assessment within the learning process highlights that assessment IS learning and cannot be separated from other elements of the learning process. In particular, assessment has a vital role to play in the development of students' self‐regulated learning skills and the development of independence in learners. However, for assessments to effectively support learning, they need to be meaningful, engaging, well‐integrated into the learning activities and ‘student‐focused’. Placing student skills development and personal development at the centre of assessment design has the potential to empower students through assessment. This review focuses on the potential of assessment to support student learning and development, using the ‘Equity, Agency, Transparency’ (‘EAT’) framework as a lens for effective assessment and feedback practices. We suggest ways in which we can make our assessment and feedback practices more inclusive, meaningful and authentic to the students' learning needs.

show abstract

Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts

Cited by 89 publications

References 84 publications

Co-regulations of learning in small groups of chef apprentices: when do they appear and what influences them?

Co-regulations of learning in small groups of chef apprentices: when do they appear and what influences them?

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

Assessment IS learning: developing a student‐centred approach for assessment in Higher Education

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