Relevant bibliographies by topics / Socially-shared regulation of learning (SSRL)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Socially-shared regulation of learning (SSRL)'

Author: Grafiati
Published: 12 October 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Socially-shared regulation of learning (SSRL).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Socially-shared regulation of learning (SSRL)"

1

Panadero, Ernesto, and Sanna Järvelä. "Socially Shared Regulation of Learning: A Review." European Psychologist 20, no. 3 (July 2015): 190–203. http://dx.doi.org/10.1027/1016-9040/a000226.

Full text
Abstract:
Abstract. Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence of SSRL in comparison to other social regulation (e.g., co-regulation). It was found that most of the SSRL research has focused on characterizing phenomena through the use of mixed methods through qualitative data, mostly video-recorded observation data. Also, SSRL seems to contribute to students’ performance. Finally, the article discusses the need for the field to move forward, exploring the best conditions to promote SSRL, clarifying whether SSRL is always the optimal form of collaboration, and identifying more aspects of groups’ characteristics.
APA, Harvard, Vancouver, ISO, and other styles
2

Ito, Takamichi, and Takatoyo Umemoto. "Socially Shared Regulation and Performance in Group Work on Creativity Tasks: Analyzing Regulation Utterances." Journal of Education and Learning 11, no. 4 (June 4, 2022): 74. http://dx.doi.org/10.5539/jel.v11n4p74.

Full text
Abstract:
This study examined socially shared regulation of learning (SSRL) and motivation processes in a collaborative learning task that required creativity using the ICT tool of mind mapping. Thirty university students formed three groups, collaborating face-to-face to generate creative ideas. The following results were obtained from qualitative and quantitative data using psychological scales and utterance analysis. In the middle phase of the collaborative activity, there was a significant weak-to-moderate positive correlation between socially shared regulation of cognition, self-regulation, co-regulation, and socially shared regulation of intrinsic motivation and a deep level of regulation utterances. Moreover, there were significant weak-to-moderate correlations between behavioral and cognitive engagement, SSRL of monitoring and cognition, and the three modes of motivational regulation. Creative performance was significantly and moderately positively associated with socially shared regulation of cognition and total frequency of utterances in the group. Based on these findings, the implications for practice in university education are discussed from the perspective of socially shared regulation in collaborative learning.
APA, Harvard, Vancouver, ISO, and other styles
3

Ito, Takamichi, and Takatoyo Umemoto. "Exploring Socially Shared Regulation Processes in Peer Tutoring: Focusing on the Functions of Tutor Utterances." Journal of Educational and Developmental Psychology 12, no. 1 (December 3, 2021): 1. http://dx.doi.org/10.5539/jedp.v12n1p1.

Full text
Abstract:
This study quantitatively and qualitatively examined socially shared regulation processes in peer tutoring. Participants were 22 teacher-candidate university students assigned to 11 peer-tutoring pairs. Peer tutoring included two sessions, in which one student was the tutor and another the tutee. Participants completed a socially shared regulation of learning (SSRL) scale before peer tutoring and an academic engagement measurement afterward. Moreover, peer tutoring sessions were videotaped. Students were divided into two groups, based on high and low SSRL scores, and verbal protocols were analyzed. Tutoring utterances were analyzed and categorized by the following social regulation functions, namely “orientation,” “monitoring,” and “evaluation,” while distinguishing between deep- or surface-level. Tutors in high-SSRL groups adopted deep-level orientation more than low-SSRL groups. Qualitative analysis indicated deep-level orientation played a key role in peer tutoring. Additionally, regarding motivational factors, high-SSRL groups showed stronger agentic and cognitive engagement than low-SSRL groups. The implications for teacher-candidate university education are discussed.
APA, Harvard, Vancouver, ISO, and other styles
4

Hogenkamp, Loes, Alieke M. van Dijk, and Tessa H. S. Eysink. "Analyzing Socially Shared Regulation of Learning during Cooperative Learning and the Role of Equal Contribution: A Grounded Theory Approach." Education Sciences 11, no. 9 (September 6, 2021): 512. http://dx.doi.org/10.3390/educsci11090512.

Full text
Abstract:
Although cooperative learning is an effective instructional method, it cannot be taken for granted that students will gain new knowledge when engaging in a cooperative activity. Even if cooperative learning is effectively designed, problems might arise regarding cognitive, behavioral and motivational aspects of learning. For students to gain knowledge, cognition, metacognition, behavior and motivation should be collectively regulated by the group, which is called the socially shared regulation of learning (SSRL). However, up until now, there has been no consensus about how SSRL is manifested during cooperative learning. This study investigated how SSRL is manifested during cooperative learning by means of a grounded theory approach. This was done to identify what is necessary for effective SSRL and what its consequences are. A theoretical model was built based on the data in order to portray these prerequisites and consequences of SSRL. This study also investigated whether equal participation fostered SSRL. In this study, participants were students from the fourth, fifth and sixth grades of elementary school, working together in groups of four (n = 104). The data indicated that SSRL is a rare process, the absence of which caused less structured collaboration in groups who were not prompted to participate equally.
APA, Harvard, Vancouver, ISO, and other styles
5

Akinyi, Grace Leah, Robert Oboko, and Lawrence Muchemi. "Learning Analytics Intervention Using Prompts and Feedback for Measurement of e-Learners’ Socially-Shared Regulated Learning." Electronic Journal of e-Learning 22, no. 5 (June 28, 2024): 103–16. http://dx.doi.org/10.34190/ejel.22.5.3253.

Full text
Abstract:
The future of university learning in Sub-Saharan Africa has become increasingly digitally transformed by both e-Learning, and learning analytics, post-COVID-19 pandemic. Learning analytics intervention is critical for effective support of socially-shared regulated learning skills, which are crucial for twenty-first-century e-Learners. Socially-shared regulation is the major determinant of successful collaborative e-learning. However, most e-learners lack such skills thereby facing socio-cognitive challenges, due to the unavailability of intelligent support during learning. This research aims to investigate and understand the effect of Learning Analytics instructional support using feedback and prompts, on e-learners’ SSRL indicators. A theoretical model was derived from these factors and built from selected features. Both survey data and behavioral trace data were employed in the Learning analytics-based intervention. In this paper, only a segment of the data is discussed. The e-learners’ perceptions and feedback confirmed that Learning Analytics-based interventions using prompts and feedback are effective in promoting SSRL in collaborative e-learning contexts. The findings indicated that the success of SSRLA-based intervention be tied to support from instructors and academic counselors, particularly feedback on previous problems and quizzes. This will improve e-learners’ SSRL skills for quality educational experience, hence motivate e-learners, and help lecturers to identify at-risk learners in web programming problem-based courses. In conclusion, without adequate utilization of the Learning Analytics interventional trace data, critical information about learners’ behavior patterns in terms of their online interactivity with the course activities and their SSRL profiles and strategies cannot be disclosed leading to little improvement of e-Learning interventions.
APA, Harvard, Vancouver, ISO, and other styles
6

Jo, Hyeon-ah, Jeong-min Kong, Jae-hong Joo, and Yoonhee Shin. "A Study on the Visualization Tool Supporting Socially Shared Regulated Learning and Learning Performance in Computer Supported Collaborative Learning." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 367–92. http://dx.doi.org/10.22251/jlcci.2022.22.11.367.

Full text
Abstract:
Objectives The purpose of our study is to examine the effect of socially shared regulated learning on the team collaborative learning process and outcomes of adult learners through the tool that supports socially shared regulated learning in the CSCL environments. Methods In study 1, we used design principle of SSRL(Socially-Shared Regulated Learning) and 3C framework to analyze the characteristics of visualization tools that support SSRL in the CSCL environments. In addition, In study 2, we examined the relationship between the tool supporting socially shared regulated learning and the team collaborative learning process and outcomes through 19 graduates students in the CSCL environments. Results First, among the visualization tools, We verified that the Mural was the most useful in supporting socially shared regulated learning. Second, the experimental groups that were provided the socially shared regulated learning tool had a qualitative interaction between learners compared to the control groups. Third, the experimental groups derived better learning performance than the control groups. Finally, although it was insignificant, we found that the experimental group positively perceived the socially shared regulated learning compared to the control groups in the result of the posthoc analysis. Conclusions This study provides theoretical and practical implications for the functional role of socially shared regulated learning and visualization tools to promote collaborative learning in the CSCL environments. We also suggest the research limitations and directions for further research.
APA, Harvard, Vancouver, ISO, and other styles
7

Malmberg, Jonna, Sanna Järvelä, Hanna Järvenoja, and Ernesto Panadero. "Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups." Computers in Human Behavior 52 (November 2015): 562–72. http://dx.doi.org/10.1016/j.chb.2015.03.082.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Järvelä, Sanna, Hanna Järvenoja, and Jonna Malmberg. "Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning." International Journal of Computer-Supported Collaborative Learning 14, no. 4 (November 25, 2019): 425–41. http://dx.doi.org/10.1007/s11412-019-09313-2.

Full text
Abstract:
AbstractSelf-regulation is critical for successful learning, and socially shared regulation contributes to productive collaborative learning. The problem is that the psychological processes at the foundation of regulation are invisible and, thus, very challenging to understand, support, and influence. The aim of this paper is to review the progress in socially shared regulation research data collection methods for trying to understand the complex process of regulation in the social learning context, for example, collaborative learning and computer-supported collaborative learning. We highlight the importance of tracing the sequential and temporal characteristics of regulation in learning by focusing on data for individual- and group-level shared regulatory activities that use technological research tools and by gathering in-situ data about students’ challenges that provoke regulation of learning. We explain how we understand regulation in a social context, argue why methodological progress is needed, and review the progress made in researching regulation of learning.
APA, Harvard, Vancouver, ISO, and other styles
9

Järvelä, Sanna, Hanna Järvenoja, Jonna Malmberg, and Allyson F. Hadwin. "Exploring Socially Shared Regulation in the Context of Collaboration." Journal of Cognitive Education and Psychology 12, no. 3 (2013): 267–86. http://dx.doi.org/10.1891/1945-8959.12.3.267.

Full text
Abstract:
Socially shared regulation of learning refers to processes by which group members regulate their collective activity. Successful individuals regulate their motivational, cognitive, and metacognitive engagement. Our hypothesis is that successful groups also share in regulating group processes. Following our earlier conceptual and empirical work on the social aspect of motivating and regulating learning (Hadwin & Järvelä, 2011; Järvenoja & Järvelä, 2009; Järvelä, Volet, & Järvenoja, 2010), our research questions are as follows: (a) What challenges do individuals and groups report experiencing during collaborative group work? (b) How do students collectively regulate these challenges at the time, and in future collaborations? (c) How do collaborative learning outcomes compare between groups with varying degrees of emerging shared regulation? We present an empirical study in which 18 graduate students worked in collaborative teams of 3–4 over an 8-week period. The nStudy (Winne, Hadwin, & Beaudoin, 2010) software was used for collaborative planning and work, as well as face-to-face and online collaboration between team members. Data included individual and collaborative statements about collaborative challenges, collaborative statements about contextual and future regulation strategies, collaborative learning performance, and log file traces of students’ contributions to collaborative chat discussions and planning activities. Findings indicated that the students expressed multiple challenges resulting in 3 kinds of regulation over time profiles: strong, progressive, and weak shared regulation. We also conclude that successful collaboration not only requires self-regulation but also allows each team member to support fellow team members to successfully regulate their learning and the team to come together to collectively regulate learning.
APA, Harvard, Vancouver, ISO, and other styles
10

Fosua Gyasi, Juliana, and Lanqin Zheng. "Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning." SAGE Open 13, no. 1 (January 2023): 215824402211486. http://dx.doi.org/10.1177/21582440221148625.

Full text
Abstract:
Cross-cultural collaborative learning has been paid more and more attention in recent years. To promote productive cross-cultural collaborative learning, idea generation and improvement, and socially shared regulation is crucial. The study aimed to identify the differences in idea generation and improvement as well as socially shared regulation between high- and low-performance groups in cross-cultural online collaborative learning. In this study, 24 culturally diverse university students composed of eight groups conducted cross-cultural online collaborative learning to solve problems collaboratively. Epistemic network analysis and lag sequential analysis methods were employed to analyze data quantitatively and qualitatively. The results revealed that different strategies shape different learning performances. High-performance groups adopted more cognitive, social, and regulation processes than low-performance groups. The results extend the existing literature by indicating that idea elaboration, refining or building on ideas, and appraisal is strongly connected to new ideas. In addition, transitions from monitoring and controlling to adapting metacognition in collaborative learning activities are the main difference in socially shared regulation between high-performance and low-performance groups. This study shed light on how to engage culturally diverse students to generate and improve ideas as well as jointly regulate collaborative learning.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Socially-shared regulation of learning (SSRL)"

1

Vega, Ruby Inez. "The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323421.

Full text
Abstract:
Interaction analyses of challenge episodes were used to investigate the role of student coping behavior in their socially shared regulation of learning (SSRL) and emotion during small group activities. Two groups each of third grade and fifth grade students were audio-recorded as they completed three fraction activities during their math class. Initial analysis of group recordings using the Group Behavior Checklist observation system identified points in the group activity were students struggled to complete the task. Next, analyses of group member interactions were completed to (a) determine if challenges were academic or social in nature, (b) identify student challenge management and coping strategies, and (c) determine how these strategies related to group SSRL and academic achievement. Results revealed that the sources of challenge episodes for this sample were academic in nature. However, academic challenges were exacerbated by the social complexities of working with others. Group management and coping strategies that focused members' attention on either negative academic emotions or avoiding negative academic emotions were related to relatively low group academic achievement. Group management strategies that focused students' attention on the task and fostered SSRL behaviors such as joint attention, shared problem-solving, and positive emotion were related to relatively moderate to high group academic achievement. This study demonstrates the necessity of investigating both academic and affective factors when considering students' socially shared regulation of learning during small group activities where the expectation is that students will work collaboratively.
APA, Harvard, Vancouver, ISO, and other styles
2

Järvenoja, H. (Hanna). "Socially shared regulation of motivation and emotions in collaborative learning." Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263309.

Full text
Abstract:
Abstract This study focuses on motivation and emotions in collaborative learning. The aim is to investigate the kinds of socio-emotional challenges learners experience during learning processes, and to examine how motivation and emotions are regulated during challenging situations, in order to develop appropriate methods of identifying socially shared regulation of emotions from situated, real life data. The study includes the development and implementation of an instrument that collects data regarding learners’ situation-specific interpretations of their socio-emotional experiences, as well as analyses of the data derived from two different data collections. The first empirical data set is composed of elementary school students’ interviews and video-observations. The second data set includes higher education students’ self-reports, video-observations, and interviews. The analyses combine different data sources and qualitative and descriptive quantitative methods in order to create a comprehensive understanding of the regulation of motivation and emotions in collaborative learning situations. A lack of instruments that gather data of learners’ situation-specific, real-life experiences has been evident in motivation and self-regulated learning research, where static, general self-report measures have been dominant. In this study, the results from the first empirical data collection are implemented in the development of an AIRE (Adaptive Instrument for Regulation of Emotions) instrument. The AIRE collects situation-specific data dealing with learners. experienced socio-emotional challenges and their regulation within a group. The second empirical data collection of this study employs the AIRE instrument as a method. In social learning situations, learners’ can experience a variety of emotions that influence learning. The results of this study show that students can regulate their emotions in order to maintain a goal-oriented learning process. Furthermore, the results indicate that group members can regulate emotions and motivation together within the group. This socially shared regulation is distinct from self-regulation as well as from co-regulation, where development of self-regulation is supported by others, or where group members regulate their own learning processes in parallel with each other
Tiivistelmä Tämä tutkimus tarkastelee motivaation ja emootion ilmentymistä yhteisöllisessä oppimisessa. Tavoitteena on selvittää, millaisia sosio-emotionaalisia haasteita oppijat kohtaavat oppimisprosessin aikana ja miten motivaatiota ja emotionaalisia tuntemuksia säädellään näissä tilanteissa. Lisäksi tavoitteena on löytää ja kehittää tilannekohtaisia analysointimenetelmiä erityisesti sosiaalisesti jaetun emootion säätelyn tutkimiseksi. Tutkimus koostuu oppijoiden tilannesidonnaisia sosio-emotionaalisia tulkintoja keräävän instrumentin kehittelystä sekä kahdesta empiirisestä tutkimusaineistosta. Ensimmäinen tutkimusaineisto koostuu peruskoulun oppilaiden haastatteluista ja videoidusta työskentelystä. Toinen tutkimusaineisto sisältää korkeakouluopiskelijoiden kyselyaineistoa, videoitua työskentelyä ja haastatteluita. Kokonaisvaltaisen ymmärryksen luomiseksi aineiston analyysissä yhdistetään näitä erityyppisiä aineistoja ja kuvailevaa kvantitatiivista analyysiä käytetään tukemaan kvalitatiivisia tulkintoja. Itsesäädellyn oppimisen tutkimuksessa on ollut nähtävillä tarve löytää metodisia ratkaisuja, joiden avulla voidaan kerätä aineistoa yksilöiden vaihtelevista kokemuksista todellisissa oppimistilanteissa. Aikaisemmin pääpaino on ollut staattisissa, yksilöiden yleisiä käsityksiä mittaavien aineistojen analyysissä. Tässä tutkimuksessa ensimmäisen tutkimusaineiston tuloksia hyödynnetään AIRE (Adaptive Instrument for Regulation of Emotions) -instrumentin kehittelyssä. AIRE kerää tilannekohtaista tietoa sosio-emotionaalisten haasteiden kokemuksista ja näihin liittyvästä ryhmässä tapahtuvasta emootioiden säätelystä. AIRE:a käytetään toisen tutkimusaineiston yhtenä keruuvälineenä. Sosiaalisten oppimistilanteiden aikana oppijoissa herää erilaisia tuntemuksia, jotka vaikuttavat oppimistilanteeseen. Tämän tutkimuksen tulokset osoittavat, että oppijat voivat säädellä emotionaalisia tuntemuksia ylläpitääkseen tavoitesuuntautunutta opiskelua. Tulosten perusteella voidaan todeta, että yhteisöllisen oppimisen tilanteissa ryhmän jäsenet voivat yhdessä kontrolloida motivationaalisia ja sosio-emotionaalisia haasteita. Tämä sosiaalisesti jaettu emootioiden säätely (socially shared regulation) eroaa itsesäätelystä sekä yhdessä säätelemisestä (co-regulation), jossa tuetaan yksilön kehittymistä itsesäätöiseksi oppijaksi tai jossa ryhmän jäsenet säätelevät kukin rinnakkain omaa toimintaansa
APA, Harvard, Vancouver, ISO, and other styles
3

Clayton, Bernard Rebecca. "Autorégulation, co-régulation et régulation partagée des apprentissages en cours de langue à l’oral : les processus de régulation favorisés par l'évaluation formative par les pairs." Electronic Thesis or Diss., Brest, 2024. http://www.theses.fr/2024BRES0029.

Full text
Abstract:
Dans l’enseignement supérieur en France, les étudiants suivent des cours de langue anglaise par obligation et non par choix, souvent dans des dispositifs de formation numérique les incitant à travailler en autonomie. Du point de vue de la recherche en psychologie de l’éducation, ces dispositifs impliqueraient que les étudiants soient capables de se prendre en charge de façon autorégulée. Or, l’évaluation formative par les pairs favoriserait les apprentissages autorégulés, mais les effets de ces dispositifs restent à ce jour peu explorés pour des tâches orales en cours de langue. Cette thèse mobilise une approche socioconstructiviste de l’apprentissage autorégulé, en s’intéressant plus précisément à la dimension sociale (essentielle en cours de langue) de la régulation. Suite à une revue de la littérature systématique, les questions de recherche nous ont conduit vers trois études examinant les relations entre l’évaluation par les pairs et les processus d’autorégulation individuels et collectifs. Une première étude qualitative explore les processus de régulation individuels et collectifs lors d’un dispositif de formation alliant l’évaluation par les pairs et le feedback vidéo. Ensuite, une étude observationnelle mobilisant des méthodes mixtes a examiné les effets de l’évaluation par les pairs et de l’autoévaluation sur le déploiement des trois modes de régulation de l’apprentissage (autorégulation, co-régulation et régulation partagée) dans un contexte d’enseignement en distanciel. La dernière étude a mobilisé une méthode quasi-expérimentale pour comparer l’effet de différentes modalités d’évaluation par les pairs (prescription vs. co-conception de critères) sur les régulations individuelles et collectives et sur l’auto efficacité. Les résultats de ces trois études sont discutés pour mettre en avant les dimensions contextualisée et sociales de l’autorégulation. Finalement, des préconisations pédagogiques pour la formation en langue dans l’enseignement supérieur sont proposées
In French higher education settings where students must continue to study English out of obligation rather than choice, the current literature highlights the importance of learning situations in which learners can increase their agency through self-regulation. This approach should enable them both to increase performance and become more independent. Formative peer assessment can help enhance self-regulation, but effects of these methods remain under-explored in the context of oral language-learning tasks. The present thesis draws on a socioconstructivist approach to self-regulated learning, focusing on the social aspects of regulation (essential for meaningful exchange in language learning contexts). Following a systematic literature review, three studies examine individually and shared regulatory processes. The first qualitative study explores individual and shared processes in a learning situation using peer assessment with video feedback. An observational mixed-methods study then examines effects of peer and self-assessment on three regulatory modes (self, co- and socially-shared regulation) in an online setting. Finally, a quasi-experimental quantitative study compares the effects of different peer assessment methods (imposed/co-created criteria) on regulations and self-efficacy. The results of these studies are discussed in light of the literature, providing insights into the social and contextual dimensions of selfregulated learning. Suggestions are made for future research, along with practical recommendations
APA, Harvard, Vancouver, ISO, and other styles
4

Näykki, P. (Piia). "Affective and effective collaborative learning:process-oriented design studies in a teacher education context." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206882.

Full text
Abstract:
Abstract This study explores the socio-cognitive and socio-emotional activities of teacher education students in collaborative learning, how the students interpret their activities and how the activities influence collaborative learning. The study consists of two empirical studies, which are reported in four articles. The first study focuses on knowledge co-construction in face-to-face interactions enhanced with cognitive tools and pictorial knowledge representations. The second study explores groups’ monitoring activities in collaborative interaction, along with challenges and socio-emotional conflicts in collaborative learning. The data collection methods include video observations, video-stimulated recall interviews and pre- and post-knowledge tests. The results indicate that collaborative learning is a cognitively and emotionally challenging learning process. The way in which group members share and develop their ideas depends on how actively they monitor their own and each other’s evolving understanding. However, monitoring cognitive activities as a group is only one part of effective and enjoyable learning. Troubled interaction can create a socio-emotionally unbalanced group climate, and can endanger effective collaborative learning unless group members are capable of regulating their emotional experiences and expression of their emotions. Therefore, in addition to effective knowledge co-construction, effective collaborative learning requires that group members proactively monitor their own and each other’s shared learning activities at both cognitive and emotional levels. The findings of this study contribute to the understanding of how individuals learn together as a group. Methodologically, this study provides several process-oriented analysis schemas for analysing socio-cognitive and socio-emotional activities within collaborative learning. Practically, this study offers teachers and educational professionals ideas for the design of collaborative learning environments
Tiivistelmä Väitöstutkimus tarkastelee opettajaksi opiskelevien yhteisöllistä oppimista sosiokognitiivisena ja sosioemotionaalisena vuorovaikutusprosessina. Tutkimuskohteina ovat yhteisöllinen tiedonrakentelu, yhteisöllisen oppimisen haasteet ja ryhmän toiminta sosioemotionaalisessa konfliktitilanteessa. Yhteenvedossa tarkastellaan sitä, mitä yhteisöllisen oppimisen aikana tapahtuu, miten opiskelijat tulkitsevat prosessinaikaisia toimintoja ja miten ne vaikuttavat oppimistilanteeseen. Tutkimus koostuu kahdesta osatutkimuksesta, joiden tulokset on raportoitu neljässä artikkelissa. Väitöstyö on luonteeltaan design-tutkimus, jossa ilmiötä tarkastellaan aidoissa, etukäteen pedagogisesti suunnitelluissa ja tieto- ja viestintäteknologiaa hyödyntävissä oppimistilanteissa. Tutkimusaineisto koostuu videoiduista ryhmätilanteista, opiskelijoiden haastatteluista sekä oppimistesteistä, joilla mitattiin opiskelijoiden sisällöllistä ymmärrystä. Lisäksi sosioemotionaalisen vuorovaikutuksen analyysia syvennettiin menetelmällä, jossa opiskelijoiden haastattelua stimuloitiin videon avulla. Tutkimustulokset osoittavat, että tiedonrakentelun yhteinen säätely edesauttaa yhteisöllistä oppimista. Tehokas ja mielekäs yhteisöllinen oppiminen edellyttää, että ryhmän jäsenet monitoroivat, kuinka ymmärrys tehtävästä ja sisällöstä kehittyy, kuinka mielenkiinto säilyy ja kuinka ryhmä etenee. Kognitiivisten prosessien ohella opiskelijoiden tulee tarkkailla oppimistaan sosioemotionaalisesta näkökulmasta. Ryhmien on tärkeä arvioida ja säädellä työskentelyään siten, että sosioemotionaalinen ilmapiiri säilyy yhteisölliselle oppimiselle suotuisana. Väitöstutkimuksen tulokset lisäävät teoreettista ymmärrystä yhteisöllisen oppimisen mahdollisuuksista ja haasteista. Tutkimus myös edistää prosessiorientoituneiden tutkimusmenetelmien kehittämistä. Lisäksi tulosten perusteella voidaan kehittää korkeakouluopetusta ja erityisesti opettajankoulutusta. Tutkimukseen suunnitellut oppimisympäristöt tarjoavat konkreettisia ideoita, joilla voidaan tukea yksilöllisiä ja sosiaalisesti jaettuja oppimisprosesseja
APA, Harvard, Vancouver, ISO, and other styles
5

Miller, Mariel Fleur Wade. "Leveraging CSCL technology to support and research shared task perceptions in socially shared regulation of learning." Thesis, 2015. http://hdl.handle.net/1828/6582.

Full text
Abstract:
Collaboration is a vital skill in today’s knowledge economy. Regrettably, many learners lack the regulatory skills required for complex collaborative tasks. In particular, groups struggle to construct shared task perceptions of collaborative tasks on which to launch engagement. Thus, the purpose of this dissertation was to examine how computer supported collaborative learning (CSCL) tools can be leveraged to support shared task perceptions for regulating collaboration. Because investigating this process brings forth a wide array of methodological challenges, a second purpose of this dissertation was to explore how CSCL tools can be used as a methodological solution for capturing this process. Towards this end, research unfolded across one conceptual paper and two empirical studies: (a) Miller & Hadwin (2015a) extended work conceptualizing self-, co-, and shared-regulation in successful collaboration and drew on this theoretical framework to propose ways in which CSCL tools can be designed to support and research regulation of collaboration; (b) Miller, Malmberg, Hadwin, & Järvelä (2015) investigated the processes that contributed to and constrained groups’ construction of shared task perceptions in a CSCL environment in order to inform further refinement of supports; (c) Miller & Hadwin (2015b) examined the effects of tools providing different levels of individual and group support on construction of shared task perceptions and task performance. Together, findings revealed the potential of blending pedagogical tools to support shared task perceptions with research tools for examining and understanding regulation. In particular, findings evidenced shared task perceptions to be a complex and challenging social phenomenon and shed light on ways in which CSCL tools may prompt and promote this process. In addition, data generated by learners as they interacted with CSCL supports created valuable opportunities to capture shared task perceptions as they unfolded in the context of meaningful collaborative tasks across the individual and group level.
Graduate
0525
fgage@uvic.ca
APA, Harvard, Vancouver, ISO, and other styles
6

Bakhtiar, Aishah. "Regulating self, others’ and group motivation in online collaboration." Thesis, 2019. http://hdl.handle.net/1828/11354.

Full text
Abstract:
Collaboration is a sought-after competency in the 21st-century knowledge economy in which the value of collective ideas and innovations are emphasized. Educational institutions have a role to play in preparing graduates to work well in collaborative teams. However, collaborating with peers is often received with mixed feelings. Students raise concerns about group members’ motivation and engagement, in anticipation of unsatisfactory social and learning outcomes. Facing motivation challenges in collaboration is a common occurrence, but limited research examines how students working in groups manage motivation challenges in that context. The purpose of this multi-paper dissertation was to examine undergraduate students’ regulatory responses to motivation challenges during online collaborations. Three empirical studies comprising this dissertation examined: the interrelated process involved in groups’ regulation of the socio-emotional aspect of collaboration (Bakhtiar, Webster, & Hadwin), the tactics and strategies students enacted in response to salient motivation challenges (Bakhtiar, Hadwin, & Järvenoja, 2019), and the dynamic interplay between individual- and group-level regulation during motivationally challenging situations (Bakhtiar & Hadwin, 2019). The first study was a comparative case analysis between two groups with contrasting socio-emotional climates. Groups’ self-report and observational data (collected before, during, and after a 90-minute collaboration) were examined in relation to the COPES-model of regulation to identify the similarities and differences between groups’ prevailing conditions, operations, products, evaluations, and standards in regulation. In Study 2, group members’ perceptions of motivation challenges that emerged during planning, early, and towards the end of a semester-long collaborative project were explored. Students’ open descriptions of strategies adopted in response to their salient motivation challenges were qualitatively coded. Study 3 was another comparative case analysis between two groups, who experienced high levels of motivation challenges during collaboration but achieved contrasting group perceptions of team learning productivity. The groups’ use of self-, co-, and socially shared-regulation of motivation in three collaborative sessions were examined and contextualized using group members’ self-reports and log data. Findings across the three studies were discussed in terms of their contributions to the COPES scripts of regulating motivation in collaboration, to develop a catalogue of individual and social strategies for regulating motivation, and to identify adaptive forms of motivation regulation in collaboration. Overall, groups that experienced a more positive outcome regarding motivation regulation had group members who (a) were more prepared going into the task, (b) engaged in proactive forms of regulation, (c) more metacognitively attuned to individuals’ and groups’ diverse needs and challenges, (d) used diverse types of strategies, and (e) regulated each other in a positive and encouraging way. Future directions are discussed in terms of examining the metacognitive information students base on when regulating motivation individually, for others, and as a team, as well as designing tools and instructions to support motivation in collaboration.
Graduate
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Socially-shared regulation of learning (SSRL)"

1

Zheng, Lanqin. "Analysis of Socially Shared Regulation in CSCL." In Knowledge Building and Regulation in Computer-Supported Collaborative Learning, 65–81. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1972-2_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vauras, Marja, Simone Volet, and Tuike Iiskala. "Socially-Shared Metacognitive Regulation in Collaborative Science Learning." In Trends and Prospects in Metacognition Research across the Life Span, 83–102. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-51673-4_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zheng, Lanqin. "A Socially Shared Regulation Approach to Improving Group Cohesion, Collective Efficacy, and Regulation Skills in CSCL." In Knowledge Building and Regulation in Computer-Supported Collaborative Learning, 83–96. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1972-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"Understanding Quality Variation in Socially Shared Regulation: A Focus on Methodology." In Interpersonal Regulation of Learning and Motivation, 116–38. Routledge, 2013. http://dx.doi.org/10.4324/9780203117736-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Binali, Theerapong, and Yossiri Yossatorn. "Self- and Socially-Shared Metacognitive Regulation and Engagement in Online Collaborative Discussions." In Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education, 236–58. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-7813-4.ch011.

Full text
Abstract:
The purpose of this study was twofold. First, the study developed two survey instruments that measured students' metacognitive practice and social and emotional engagement in online collaborative discussions. Both instruments were developed by modifying from existing scales and empirical studies. An exploratory factor analysis (EFA) was employed to extract the underlying factors revealed by both instruments. The results of the study demonstrated that metacognitive practice in online collaborative discussions (MP-OCD) could be separated into four factors, while social and emotional engagement in online collaborative discussions (SEE-OCD) could be extracted into two factors. Second, the study used validated survey instruments to characterize college students' online collaborative discussion profiles. The results showed that four clusters of online collaborative discussion profiles were identified. This study has significant implications for educators who wish to improve students' metacognitive regulation and social and emotional engagement in online collaborative discussions.
APA, Harvard, Vancouver, ISO, and other styles
6

Spencer, Dan, Margareta M. Thomson, and Jason P. Jones. "Socially Shared Metacognition Among Undergraduate Students During an Online Geology Course." In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments, 406–39. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5085-3.ch019.

Full text
Abstract:
The ability to collaborate successfully with others is a highly valued skill in the modern workplace and has been reflected in the increase of collaborative learning methods within education. Research has highlighted the crucial role of self-regulation in successful collaboration, and more recently begun to focus on understanding how groups jointly regulate their interactions. The current chapter outlines a mixed-methods study that compared the impact of individual- and group-centered prompts on the frequency of social metacognitive activities during online group review activities with college students (N=48) from the USA. Tentative study findings suggested that group-centered problematizing prompts were moderately successful in shifting groups towards more social forms of regulation such as co-regulation; however, they were not enough to move groups towards shared metacognitive regulation. Further results revealed how the quality of group engagement was influenced by participants' perceived value towards activities, function and focus of metacognitive episodes, and group dynamics.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Socially-shared regulation of learning (SSRL)"

1

Lian, Shiqiang, Mengxi Yang, Qin Fang, Yuxin Ding, Zhicheng Dai, and Xian Peng. "Enhancing Socially Shared Regulation and Equalized Discussions in Computer-Supported Collaborative Learning: A Role Scripts Approach." In 2024 International Symposium on Educational Technology (ISET), 245–49. IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00055.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Çelik, Abdullah. "Socially Shared Regulation of Design Learning: “Study Dating” amongst Design Students." In LearnXDesign 2023. Design Research Society, 2023. http://dx.doi.org/10.21606/drslxd.2023.081.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Çelik, Abdullah. "Socially Shared Regulation of Design Learning: “Study Dating” amongst Design Students." In LearnXDesign 2023. Design Research Society, 2023. http://dx.doi.org/10.21606/drslxd2024.081.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Çelik, Abdullah. "Socially Shared Regulation of Design Learning: “Study Dating” amongst Design Students." In LearnXDesign 2023. Design Research Society, 2023. http://dx.doi.org/10.21606/drslxd.2024.081.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zheng, Lanqin, and Junhui Yu. "The Empirical Study on Self-Regulation, Co-Regulation, and Socially Shared Regulation in Computer-Supported Collaborative Learning." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.37.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Villa-Torrano, Cristina, Rosanna Vitiello, Jiaxin Shi, Carolyn P. Rosé, Juan I. Αsensio-Pérez, Yannis Dimitriadis, Eduardo Gómez-Sánchez, and Miguel Bote-Lorenzo. "Towards Visible Socially-Shared Regulation of Learning: Exploring the Role of Learning Design." In 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/cscl2023.791972.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Shukor, Nurbiha A., Mohd Salleh Abu, and Norazlina Ahmad. "A preliminary study on socially shared regulation during online collaborative mathematics learning." In 2015 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2015. http://dx.doi.org/10.1109/ic3e.2015.7403477.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Silva, Leonardo S. "Investigating the Socially Shared Regulation of Learning in the Context of Programming Education." In ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3394003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nanzhe, Li, and Nurbiha Shukor. "TransLaboration: An Online Collaborative Learning Environment with Socially Shared Regulation Prompts in Translation Classroom." In 16th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2024. http://dx.doi.org/10.5220/0012618200003693.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dang, Belle, Rosanna Vitiello, Andy Nguyen, Carolyn P. Rosé, and Sanna Järvelä. "How Do Students Deliberate for Socially Shared Regulation in Collaborative Learning? A Process-Oriented Approach." In 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/cscl2023.280974.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Socially-shared regulation of learning (SSRL)' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography