Journal article
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
Learning and Instruction, Vol.19(2), pp.128-143
2009
Abstract
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.
Details
- Title
- High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
- Authors/Creators
- S. Volet (Author/Creator) - Murdoch UniversityM. Summers (Author/Creator) - Murdoch UniversityJ. Thurman (Author/Creator) - Murdoch University
- Publication Details
- Learning and Instruction, Vol.19(2), pp.128-143
- Publisher
- Elsevier BV
- Identifiers
- 991005545122007891
- Copyright
- © 2008 Elsevier Ltd.
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.31 Self-Regulated Learning
- Web Of Science research areas
- Education & Educational Research
- Psychology, Educational
- ESI research areas
- Social Sciences, general