To see the other types of publications on this topic, follow the link: Socially-shared regulation of learning (SSRL).
Journal articles on the topic 'Socially-shared regulation of learning (SSRL)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research 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.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
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
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 textAbstract:
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.
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 textAbstract:
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.
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 textAbstract:
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.
11
Järvelä, Sanna, Paul A. Kirschner, Ernesto Panadero, Jonna Malmberg, Chris Phielix, Jos Jaspers, Marika Koivuniemi, and Hanna Järvenoja. "Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools." Educational Technology Research and Development 63, no. 1 (October 11, 2014): 125–42. http://dx.doi.org/10.1007/s11423-014-9358-1.
Full text
12
Isohätälä, Jaana, Hanna Järvenoja, and Sanna Järvelä. "Socially shared regulation of learning and participation in social interaction in collaborative learning." International Journal of Educational Research 81 (2017): 11–24. http://dx.doi.org/10.1016/j.ijer.2016.10.006.
Full text
13
Järvelä, Sanna, Andy Nguyen, Eija Vuorenmaa, Jonna Malmberg, and Hanna Järvenoja. "Predicting regulatory activities for socially shared regulation to optimize collaborative learning." Computers in Human Behavior 144 (July 2023): 107737. http://dx.doi.org/10.1016/j.chb.2023.107737.
Full text
14
Järvelä, Sanna, Paul A. Kirschner, Allyson Hadwin, Hanna Järvenoja, Jonna Malmberg, Mariel Miller, and Jari Laru. "Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities." International Journal of Computer-Supported Collaborative Learning 11, no. 3 (August 16, 2016): 263–80. http://dx.doi.org/10.1007/s11412-016-9238-2.
Full text
15
Tsai, Chia-Wen, Pei-Di Shen, I.-Chun Chiang, Wen-Yu Chen, and Yi-Fen Chen. "Exploring the effects of web-mediated socially-shared regulation of learning and experience-based learning on improving students’ learning." Interactive Learning Environments 26, no. 6 (December 27, 2017): 815–26. http://dx.doi.org/10.1080/10494820.2017.1415940.
Full text
16
MacMahon, Stephanie, Jack Leggett, and Annemaree Carroll. "Promoting individual and group regulation through social connection: strategies for remote learning." Information and Learning Sciences 121, no. 5/6 (June 23, 2020): 353–63. http://dx.doi.org/10.1108/ils-04-2020-0101.
Full textAbstract:
Purpose In a classroom, the teacher and other students play an important role in regulating individual and group learning. However, the sudden shift to remote and online learning, as a result of social isolation during COVID-19, has created a social disconnect, making these immediate regulatory supports less accessible. A need was identified for strategies to support collaborative learning regulation when learning remotely and online. Design/methodology/approach Drawing on models of self-, co, and socially shared learning regulation, a series of resources were developed for students, teachers and parents to support effective online collaborative learning. These strategies embedded evidence-based principles of learning drawn from the learning sciences, including elaboration, retrieval, dual coding and concrete examples. Findings A set of ten student resources have been developed, accompanied by supporting information and strategies for teachers and families. These resources have been shared with schools across Australia. Originality/value These evidence-based strategies are valuable, as they are addressing an identified urgent community need. Based on the science of learning, these strategies are original in synthesising effective learning techniques with the three forms of learning regulation to encourage student connection and collaboration in online and remote learning.
17
Granados-López, Hedilberto, Johan Hernán Pérez, Jonathan Porras-Muñoz, Yamile Pedraza-Jiménez, and Felipe Antonio Gallego-López. "Model for the Analysis of Social Regulation and Collaboration during the Development of Group Tasks." Sustainability 16, no. 18 (September 11, 2024): 7947. http://dx.doi.org/10.3390/su16187947.
Full textAbstract:
This paper presents a model for the analysis and characterization of social regulation during collaborative task development. The structural part of the model is composed of three components which give rise to the generation of four phases of group interaction. The combination of these phases of group interaction and their components allows us to know whether or not a given group during the execution of tasks manages to develop mechanisms of collaboration and socially shared regulation. As for the conceptual section, the model is supported by three components that deal with task regulation, communication regulation, and collaborative work. Each of these components in turn presents aspects that can be identified in the interaction of the groups during the development of a task. The model was applied with the participation of five work groups made up of graduate students. The type of study was a descriptive quantitative approach. The results made it possible to corroborate the functionality of the model based on the identification of recurrences of events in the phases reached by each of the groups during the development of shared tasks, as well as aspects of collaboration and social regulation during the execution of group tasks in socially and collaboratively regulated learning processes, according to the analysis of the interactions recorded by the groups.
18
Zheng, Juan, Wanli Xing, and Gaoxia Zhu. "Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment." Computers & Education 136 (July 2019): 34–48. http://dx.doi.org/10.1016/j.compedu.2019.03.005.
Full text
19
Ader, Mari, Sabrine Hassane, Jan van Bruggen, and Marjan Vermeulen. "Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving." Learning, Culture and Social Interaction 39 (April 2023): 100684. http://dx.doi.org/10.1016/j.lcsi.2022.100684.
Full text
20
Garcia, Iolanda, Elena Barberà, and Marcelo Maina. "Diseño de un sistema de apoyo a la regulación social del aprendizaje en los xMOOC." Research in Education and Learning Innovation Archives, no. 23 (December 20, 2019): 43. http://dx.doi.org/10.7203/realia.23.15914.
Full textAbstract:
This research aims at studying the processes of learning regulation in xMOOC environments, attending to both the individual and social dimensions of learning. Specifically, it attempts to analyze how the processes of self-regulation, co-regulation and socially shared regulation can be supported and promoted in open and massive learning contexts to achieve a deeper learning. To this end, a design-based research model is applied to allow a direct intervention in pedagogical practice, through a cyclic process of four stages: design, intervention, evaluation and reflection and redesign of a support system for the regulation of learning in an xMOOC. This paper presents the first iteration of the research together with the results of semi-structured interviews with some participants. First, we present the theoretical foundations of the design that have been applied to the proposed regulation support system as a result of a comprehensive literatura review. Next, we describe the implementation of the system, composed of a set of promptsstrategically administered into an xMOOC on gamification. Then, we present the results, among which we highlight the diverse use of the promptsmade by the participants and the challenges to activate traces of social orientation and reflection in a learning environment of the characteristics of an xMOOC. Finally, some conclusions and recommendations for the design of learning regulation and practice in xMOOC are drawn.
21
Kim, Dongho, and Cheolil Lim. "Promoting socially shared metacognitive regulation in collaborative project-based learning: a framework for the design of structured guidance." Teaching in Higher Education 23, no. 2 (September 26, 2017): 194–211. http://dx.doi.org/10.1080/13562517.2017.1379484.
Full text
22
Malmberg, Jonna, Sanna Järvelä, and Hanna Järvenoja. "Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning." Contemporary Educational Psychology 49 (April 2017): 160–74. http://dx.doi.org/10.1016/j.cedpsych.2017.01.009.
Full text
23
Grau, Valeska, Amaya Lorca, Carolina Araya, Sofía Urrutia, Dominga Ríos, Pietro Montagna, and Miguel Ibaceta. "Socially Shared Regulation of Learning and Quality of Talk: Age Differences in Collaborative Group Work in Classroom Contexts." New Directions for Child and Adolescent Development 2018, no. 162 (November 9, 2018): 11–39. http://dx.doi.org/10.1002/cad.20261.
Full text
24
Kurdyumova, Irina. "SPECIAL FEATURES OF ORGANIZING COMMUNICATION IN THE PROCESS OF DISTANT LESSONS PREPARATION ABROAD." Social Communications: Theory and Practice 12, no. 1 (July 20, 2021): 107–17. http://dx.doi.org/10.51423/2524-0471-2021-12-1-10.
Full textAbstract:
Distance education has been lately very popular abroad. It is necessary to look through somespecial aspects of lessons construction in blended learning abroad. Many discussions took place abroad about different barriers in distant education. A low degree of communication is part of most barriers to distance education. Communication improvement in distance education greatly depends on capability to manage strategically one’s learning and other people’s learning. Teachers use more and more new information and communication technologies joined with computer supported collaborative learning. Some foreign researchers in their work use the terms “self-regulated learning”, “socially shared regulation of learning”, “computer supported collaborative learning”, which illustrate technological activity in the process of distant learning. Because of such education, students form vitally important skills based in such key competencies as critical thinking, problem solving, teamwork, communication, collaboration, creativity, analytical and inter-cultural skills.
25
Lin, Jian-Wei. "Effects of an online team project-based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning." Behaviour & Information Technology 37, no. 5 (March 20, 2018): 445–61. http://dx.doi.org/10.1080/0144929x.2018.1451558.
Full text
26
Garcia, Iolanda, Marcelo Fabián Maina, and Elena Barberá. "A design layer to support self and social regulation processes of learning in MOOC." Networked Learning Conference 12 (August 16, 2024): 147–56. http://dx.doi.org/10.54337/nlc.v12.8650.
Full textAbstract:
Open, social and networked approaches to learning pose challenges for learners, who must assume the role of actively directing their own learning, in interaction and collaboration with others, in an increasingly complex environment. In this context, concepts such as self-direction and self-regulation of learning have attracted renewed interest as umbrella terms for a skill set and provisions that allow subjects to independently guide their own learning process and assume responsibility for it. Moreover, many authors have pointed out various problems regarding MOOC design and quality from a pedagogical perspective. This raises the need for a greater and more holistic understanding of learning regulatory processes and for developing models and instruments to support learners in this regard. This research aims to analyse how to support learning regulation processes as a whole in MOOC environments. This means paying attention to both social and individual dimensions of regulation, by studying how processes of self-regulation, co-regulation and socially shared regulation can be supported and promoted in this type of learning contexts. To this end, we apply the methodology of design-based research in order to intervene directly in the pedagogical practice through an iterative cycle based on stages of design, intervention, reflection and redesign of a design layer to support learning regulation in a MOOC. In this paper we present the design of the regulation support layer proposed in the first research iteration. We begin by presenting its theoretical foundations and then describe the support layer that has been designed as well as the empirical case of an xMOOC were it has been implemented. Finally, some conclusions and recommendations for the design and practice of learning regulation in MOOC are drawn from the results obtained in the first research iteration.
27
Lu, Jia, Xiaohui Chen, Xiaodan Wang, Rong Zhong, and Hanxi Wang. "Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period." Sustainability 14, no. 22 (November 18, 2022): 15345. http://dx.doi.org/10.3390/su142215345.
Full textAbstract:
Online teaching has become an important initiative to maintain normal educational order in the post COVID-19 period. However, learners face multiple challenges in the online learning process, which cannot be successfully carried out without the support of socially regulated learning (SoRL). This study designed SoRL intervention strategies from the perspective of shared metacognitive scripts. A total of 77 undergraduate students participated in this study and were randomly assigned into experimental and control groups. The students in the experimental group received an SoRL intervention, and the students in the control group learned with the traditional online collaborative learning approach. The results showed that there was variability in the supply of SoRL intervention scripts and the actual selection status of the learners. The regulation foci activated in this study were time management, content monitoring, and atmosphere activation. Atmosphere activation drove collaborative learning activities to continue. Time management and content monitoring drove collaborative knowledge building (CKB) to a deeper level. This study is of great significance in revealing the impact mechanism of SoRL on CKB.
28
Emara, Mona, Nicole Hutchins, Shuchi Grover, Caitlin Snyder, and Gautam Biswas. "Examining Student Regulation of Collaborative, Computational, Problem-Solving Processes in Open-Ended Learning Environments." Journal of Learning Analytics 8, no. 1 (April 9, 2021): 49–74. http://dx.doi.org/10.18608/jla.2021.7230.
Full textAbstract:
The integration of computational modelling in science classrooms provides a unique opportunity to promote key 21st century skills including computational thinking (CT) and collaboration. The open-ended, problem-solving nature of the task requires groups to grapple with the combination of two domains (science and computing) as they collaboratively construct computational models. While this approach has produced significant learning gains for students in both science and CT in K–12 settings, the collaborative learning processes students use, including learner regulation, are not well understood. In this paper, we present a systematic analysis framework that combines natural language processing (NLP) of collaborative dialogue, log file analyses of students’ model-building actions, and final model scores. This analysis is used to better understand students’ regulation of collaborative problem solving (CPS) processes over a series of computational modelling tasks of varying complexity. The results suggest that the computational modelling challenges afford opportunities for students to a) explore resource-intensive processes, such as trial and error, to more systematic processes, such as debugging model errors by leveraging data tools, and b) learn from each other using socially shared regulation (SSR) and productive collaboration. The use of such SSR processes correlated positively with their model-building scores. Our paper aims to advance our understanding of collaborative, computational modelling in K–12 science to better inform classroom applications.
29
Goñi, Julian, Catalina Cortázar, Danilo Alvares, Uranía Donoso, and Constanza Miranda. "Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education." Sustainability 12, no. 24 (December 14, 2020): 10444. http://dx.doi.org/10.3390/su122410444.
Full textAbstract:
Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.
30
Godbout, Paul, and Jean-Francis Gréhaigne. "Game-Play Language and Game-Play Intelligence – Wording, Planning, and Enacting Action Plans in Team Sports." ATHENS JOURNAL OF SPORTS 8, no. 1 (March 30, 2021): 47–64. http://dx.doi.org/10.30958/ajspo.8-1-2.
Full textAbstract:
The purpose of this paper is to discuss, in a socio-constructivist context, the development of students’ game-play language and game-play intelligence through their wording, planning and enacting of action plans in team sports. At the beginning, the authors offer a brief recall of the basics of constructivism and social constructivism. They discuss students’ perception of game-play reality, assimilation, accommodation and adaptation in relation with learning strategies in team sports. Then, they consider the development of a common game-play language and the evolution of students’ exchanges over successive debate episodes interspersed with sequences of play. Beyond facilitating tactical learning, student construction of a common game-play language is seen as way to alleviate initial differences among students in terms of past sport experiences. Following theoretical considerations on the relationship between thinking and the development and the use of intelligence, the authors discuss the development of game-play intelligence and tactical thinking, considering the complementary use of convergent and divergent thinking. Finally, learners’ awakening to metacognition is discussed in relation with the socially shared regulation of learning one may expect in a socio-constructivist approach to tactical learning in team sports. Keywords: debate-of-ideas, divergent thinking, student/player exchanges, strategy thinking, tactical thinking
31
Miller, Mariel, and Safoura Askari. "Designing an Online Collaborative Exam:." Open/Technology in Education, Society, and Scholarship Association Journal 4, no. 1 (August 29, 2024): 1–19. http://dx.doi.org/10.18357/otessaj.2024.4.1.64.
Full textAbstract:
The ability to collaborate online is an essential skill that allows learners to bring together diverse perspectives to deepen understanding regardless of physical location. As online learning and hybrid workplaces have become more prevalent since the COVID-19 global pandemic, the critical nature of this skill has become particularly relevant for post-secondary graduates. While exams are traditionally viewed as solitary endeavors, collaborative exams offer invaluable opportunities for learners to develop these skills. However, this form of collaborative assessment can be challenging for both learners and educators, and few studies offer guidance for the effective design of collaborative exams. As such, in this paper, we report on the design and implementation of a synchronous collaborative midterm exam in a large first-year undergraduate course. Specifically, we describe how we drew on a theoretical framework of self- and socially shared regulation of learning to design a three-phase exam fostering learners’ engagement in key processes of planning, strategic enactment, and reflection on collaboration processes and products. Finally, we discuss key considerations that arose during the design and implementation of the exam, including ensuring an emphasis on process and authenticity, ethical use of video, and equity of access.
32
Saleh, Asmalina, Cindy E. Hmelo-Silver, Krista D. Glazewski, Bradford Mott, Yuxin Chen, Jonathan P. Rowe, and James C. Lester. "Collaborative inquiry play." Information and Learning Sciences 120, no. 9/10 (October 14, 2019): 547–66. http://dx.doi.org/10.1108/ils-03-2019-0024.
Full textAbstract:
Purpose This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the relationship between the design goals and the game-based learning environment. Design/methodology/approach Drawing on conjecture mapping (Sandoval, 2014), this paper presents an iterative development of the conjecture map for crystal island: ecojourneys and highlights the development of the story and tools in crystal island: ecojourneys, an immersive game based on PBL pedagogy. By articulating this development, the authors highlight the affordances and constraints of designing for collaborative inquiry play and address challenges in supporting learner agency. Findings The PBL inquiry process served as the foundation of collaborative inquiry play. Attending to the rules of inquiry fostered student agency, and in turn, playful engagement in the game-based learning environment. Agency however meant holding students accountable to actions undertaken, especially as it pertained to generating group-based explanations and reflecting on productive collaboration. Moreover, socially shared regulation of learning and systems thinking concepts (i.e. phenomenon, mechanisms, and components) must also be externalized in representations and interactions in the game such that students have the agency to decide on their learning paths. Originality/value This paper presents the model of collaborative inquiry play and highlights how to support player agency and design content-rich play environments which are not always completely open.
33
Brumen, Mihaela, Branka Cagran, and Matjaž Mulej. "Education for responsible persons, tourists and hosts through knowledge of neighbouring countries' languages in cross-border areas." Kybernetes 43, no. 3/4 (April 1, 2014): 614–28. http://dx.doi.org/10.1108/k-10-2013-0233.
Full textAbstract:
Purpose – The presented study aims to address the subject of educating youngsters in cross-border regions to be responsible persons, tourists, hosts and neighbours, to accept cultural pluralism, and to raise awareness that knowledge of neighbouring countries' languages supports cross-border cooperation. Design/methodology/approach – The approach double-checked theory and legal regulation, and children's knowledge of neighbouring countries' (Slovenia, Hungary, Austria, and Croatia) languages was empirically researched. Indirectly, parental attitudes were examined. The study focused on Slovene and Hungarian languages and on their trans-border (or: cross-border) tourism as a cultural rather than economic topic. Findings – Cross-border tourism depends also on mutual understanding as a precondition of ethics of interdependence as a precondition of the requisite holism of one's approach via social responsibility enabling the well-being of both tourists and hosts. The socio-linguistic and socio-cultural aspects of neighbouring regions, e.g. Slovenia's Prekmurje and Hungary's Örseg, can support positive interaction between ethnic groups and enhance effective cross-border collaboration, including tourism. Poor knowledge of neighbouring countries' languages submits communities to third languages and hinders these trans-border experiences, making the regions a shared destiny maintaining their cultures, languages and identity. Language learning therefore must start at the earliest possible age. Originality/value – This case study advocates cross-border educational and cultural policy that (primary) schools should increase the awareness of the dependence of cross-border peace, positive stereotypes, economies and tourism on knowledge of neighbouring countries' languages and socially responsible (young/future) persons, tourists and hosts.
34
Yetti, Elindra. "Moving to The Beats: The Effect of Dance Education on Early Self-Regulation." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 395–408. http://dx.doi.org/10.21009/jpud.152.11.
Full textAbstract:
Self-regulation in children is an important thing that needs to be prepared from an early age. Besides affecting children's school readiness, this also makes it easier for children to have good academic achievements. This study aims to determine the influence of moving to the beat of early childhood self-regulation. This research was conducted on kindergarten group B students in East Jakarta. The research method used is a quasi-experiment method with a sample of 20 students. The data collection technique uses observations by analysing paired t-test statistical data. The results of the study explained that there was a significant effect of moving to the beat of early childhood self-regulation. The significance level is 0.000 < 0.05, which means that H0 is rejected and H1 is accepted, this indicates a significant difference between the pre-test and post-test. For further research, it is recommended to look at the influence of other factors on early childhood self-regulation.
Keywords: Beats, Early childhood, Moving, Self-Regulation
References:
Baltazar, M., Västfjäll, D., Asutay, E., Koppel, L., & Saarikallio, S. (2019). Is it me or the music? Stress reduction and the role of regulation strategies and music. Music & Science, 2, 205920431984416. https://doi.org/10.1177/2059204319844161
Blair, C., & Raver, C. C. (2012). Individual development and evolution: Experiential canalization of self-regulation. Developmental Psychology, 48(3), 647–657. https://doi.org/10.1037/a0026472
Blair, C., & Raver, C. C. (2015). School Readiness and Psychobiological Approach. August 2014, 1–21. https://doi.org/10.1146/annurev-psych-010814-015221
Blair, C., & Razza, R. P. (2007). Relating Effortful Control, Executive Function, and False Belief Understand... Child Development, 78(2), 647–663. https://doi.org/10.2307/4139250
Booth, A., O’Farrelly, C., Hennessy, E., & Doyle, O. (2019). ‘Be good, know the rules’: Children’s perspectives on starting school and self-regulation. Childhood, 26(4), 509–524. https://doi.org/10.1177/0907568219840397
Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2016). Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children. Journal of Abnormal Child Psychology, 44(1), 7–17. https://doi.org/10.1007/s10802-015-0060-5
Charissi, V., & Rinta, T. (2014). Children’s musical and social behaviours in the context of music-making activities supported by digital tools: examples from a pilot study in the UK. Journal of Music, Technology and Education, 7(1), XXXXX. https://doi.org/10.1386/jmte.7.1.39_1
Dalla Bella, S., Berkowska, M., & Sowiński, J. (2015). Moving to the Beat and Singing are Linked in Humans. Frontiers in Human Neuroscience, 9(December), 1–13. https://doi.org/10.3389/fnhum.2015.00663
Danielsen, A., Haugen, M. R., & Jensenius, A. R. (2015). Moving to the Beat: Studying Entrainment to Micro-Rhythmic Changes in Pulse by Motion Capture. 0315.
Diamond, A. (2013). Functions, Executive. Annual Reviews Psychology, 29(146), 13–15. https://doi.org/10.1146/annurev-psych-113011-143750
Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research. (pp. 11–43). American Psychological Association. https://doi.org/10.1037/14797-002
Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades. Journal Education Psycology, 104(2), 439–451. https://doi.org/10.1037/a0026280.What
Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192–202. https://doi.org/10.1177/0165025416687412
Eunhye, H., Cynthia, K. B., & Jeon, L. (2015). The Association Between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-regulation. Developmental Psychology, 44, 309–325. https://doi.org/DOI 10.1007/s10566-014-9283-9
Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95. https://doi.org/10.1080/15377900903379125
Fujii, S., & Schlaug, G. (2013). The Harvard Beat Assessment Test (H-BAT): a battery for assessing beat perception and production and their dissociation. Frontiers in Human Neuroscience, 7(November), 1–16. https://doi.org/10.3389/fnhum.2013.00771
Gammage, P. (2019). Early childhood education and care in context. In Early Years Education and Care. https://doi.org/10.4324/9781315768700-2
George, E. M., & Coch, D. (2011). Music training and working memory: An ERP study. Neuropsychologia, 49(5), 1083–1094. https://doi.org/10.1016/j.neuropsychologia.2011.02.001
Hallam, S. (2010). The power of music : Its impact on the intellectual , social and personal development of children and young people. https://doi.org/10.1177/0255761410370658
Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, 23(1), 27–50. https://doi.org/10.1016/j.ecresq.2007.05.002
Jacobson-Chernoff, J., Flanagan, K. D., McPhee, C., & Park, J. (2007). Preschool: First findings from the preschool follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). In National Center for Education Statistics. NCES Publication No. 2008-025.
Lobo, Y. B., & Winsler, A. (2006). The effects of a creative dance and movement program on the social competence of head start preschoolers. Social Development, 15(3), 501–519. https://doi.org/10.1111/j.1467-9507.2006.00353.x
Marsden, E., & Torgerson, C. J. (2012). Article in Oxford Review of Education ·. May 2016. https://doi.org/10.2307/41702779
McClelland, M. M., & Cameron, C. E. (2012). Self-Regulation Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures. Child Development Perspectives, 6(2), 136–142. https://doi.org/10.1111/j.1750-8606.2011.00191.x
OCDE. (2013). Education at a Glance 2013. https://doi.org/10.1787/gov_glance-2011-en
Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? Applied Developmental Science, 9(3), 144–159. https://doi.org/10.1207/s1532480xads0903_2
Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365
Putkinen, V., Tervaniemi, M., & Huotilainen, M. (2013). Informal musical activities are linked to auditory discrimination and attention in 2-3-year-old children: an event-related potential study. European Journal of Neuroscience, 37(4), 654–661. https://doi.org/10.1111/ejn.12049
Putkinen, Vesa, Tervaniemi, M., Saarikivi, K., & Huotilainen, M. (2015). Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood. Annals of the New York Academy of Sciences, 1337(1), 153–162. https://doi.org/10.1111/nyas.12656
Salisch, M. Von, Haenel, M., & Denham, S. A. (2015). Early Education and Development Self-Regulation , Language Skills , and Emotion Knowledge in Young Children From Northern Germany. July 2015. https://doi.org/10.1080/10409289.2015.994465
Schibli, K., Van Roon, P., MacDougall, K., & D’Angiulli, A. (2015). Practicing self-regulation through music: An ERP study comparing child musicians and nonmusicians. International Journal of Developmental Neuroscience, 47(2015), 97. https://doi.org/10.1016/j.ijdevneu.2015.04.265
Thomason, A. C., & La Paro, K. M. (2009). Measuring the Quality of Teacher–Child Interactions in Toddler Child Care. Early Education and Development, 20(2), 285–304. https://doi.org/10.1080/10409280902773351
Varela, W., & Abrami, P. C. (2014). Self-regulation and music learning : A systematic review. https://doi.org/10.1177/0305735614554639
Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using Confirmatory Factor Analysis to Understand Executive Control in Preschool Children: I. Latent Structure. Developmental Psychology, 44(2), 575–587. https://doi.org/10.1037/0012-1649.44.2.575
Williams, K. E. (2018). Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms. International Journal of Early Childhood, 50(1), 85–100. https://doi.org/10.1007/s13158-018-0215-y
Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2015a). Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31, 113–124. https://doi.org/10.1016/j.ecresq.2015.01.004
Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2015b). Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31, 113–124. https://doi.org/10.1016/j.ecresq.2015.01.004
Williams, K. E., & Berthelsen, D. (2019). Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities. Psychology of Music, 47(6), 800–820. https://doi.org/10.1177/0305735619861433
Williford, A. P., Whittaker, J. E. V., Virginia, E., Downer, J. T., Williford, A. P., Whittaker, J. E. V., & Vitiello, V. E. (2013). Early Education and Development Children ’ s Engagement Within the Preschool Classroom and Their Development of Self-Regulation Children ’ s Engagement Within the Preschool Classroom and Their Development of Self-Regulation. Early Education and Development, 24, 162–187. https://doi.org/10.1080/10409289.2011.628270
Zachariou, A., & Whitebread, D. (2016). Musical play and self-regulation : does musical play allow for the emergence of self-regulatory behaviours ? 4937(February). https://doi.org/10.1080/21594937.2015.1060572
Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501
35
Michalsky, Tova, and Avigail Cohen. "Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems." Frontiers in Psychology 12 (November 1, 2021). http://dx.doi.org/10.3389/fpsyg.2021.722535.
Full textAbstract:
Problem-based learning (PBL) is a widely recommended method in science, technology, engineering, and mathematics (STEM) education through which students develop their scientific knowledge by collaboratively solving real-world problems. PBL benefits from both the activation of creative thinking and from socially shared regulation of learning (SSRL)-a group-level phenomenon whereby students collectively share common perceptions of their collaborative learning process and co-construction of knowledge. The current study examines the influence of three types of support (question prompts designed to promote SSRL, creative thinking, or a combination of both) on the participation of individuals in SSRL processes and on their knowledge acquisition, using a sample of 104 seventh-graders in accelerated science classes. Individuals' participation through the different stages of SSRL (forethought, performance, and reflection) was assessed using video recordings, and their scientific knowledge was measured through pre-and post-intervention knowledge tests. While all groups improved their scientific knowledge, individuals receiving only SSRL support improved their participation in most stages of SSRL compared with those receiving creativity or combined support, and a control group which received no support. The findings strengthen the case for SSRL-directed question prompts as a means to enhance student engagement in problem-solving tasks.
36
Li, Yante, Yang Liu, Andy Nguyen, Henglin Shi, Eija Vuorenmaa, Sanna Järvelä, and Guoying Zhao. "Interactions for Socially Shared Regulation in Collaborative Learning: An Interdisciplinary Multimodal Dataset." ACM Transactions on Interactive Intelligent Systems, April 22, 2024. http://dx.doi.org/10.1145/3658376.
Full textAbstract:
Socially shared regulation plays a pivotal role in the success of collaborative learning. However, evaluating socially shared regulation of learning (SSRL) proves challenging due to the dynamic and infrequent cognitive and socio-emotional interactions, which constitute the focal point of SSRL. To address this challenge, this paper gathers interdisciplinary researchers to establish a multi-modal dataset with cognitive and socio-emotional interactions for SSRL study. Firstly, to induce cognitive and socio-emotional interactions, learning science researchers designed a special collaborative learning task with regulatory trigger events among triadic people for the SSRL study. Secondly, this dataset includes various modalities like video, Kinect data, audio, and physiological data (accelerometer, EDA, heart rate) from 81 high school students in 28 groups, offering a comprehensive view of the SSRL process. Thirdly, three-level verbal interaction annotations and non-verbal interactions including facial expression, eye gaze, gesture, and posture are provided, which could further contribute to interdisciplinary fields such as computer science, sociology, and education. In addition, comprehensive analysis verifies the dataset’s effectiveness. As far as we know, this is the first multimodal dataset for studying SSRL among triadic group members.
37
Whitehead, Ridwan, Andy Nguyen, and Sanna Järvelä. "Exploring the role of gaze behaviour in socially shared regulation of collaborative learning in a group task." Journal of Computer Assisted Learning, June 2, 2024. http://dx.doi.org/10.1111/jcal.13022.
Full textAbstract:
AbstractBackgroundThe necessity of supporting socially shared regulation of learning (SSRL) for learners is widely acknowledged as a crucial element for successful collaborative learning (CL). However, inherent challenges are presented for the observation, study, and support of SSRL. Non‐verbal behaviours have been identified as a potentially rich resource for understanding learner interactions within CL. Yet, the exploration of its impact on SSRL remains largely unexplored.ObjectiveThe present study aims to explore how gaze behaviour, as a non‐verbal behaviour, relates to verbal interactions that characterise SSRL in CL.MethodsTwenty‐seven Finnish secondary school students were given a 30‐min group task of creating a breakfast smoothie, in which trigger events were integrated to examine possible interactions that characterise SSRL. In this experimental setting, data from multiple modalities were collected. For analysis, process mining was used to explore patterns of interaction, and multidimensional recurrence quantification analysis (MdRQA) was used, alongside with statistical analysis.Results and ConclusionsOur study revealed that gaze behaviour is intricately linked with SSRL interactions, suggesting a complex interplay in collaborative learning contexts. When temporally investigated, SSRL interactions varied in frequency while gaze behaviour remained constant. Moreover, the recurrence of gaze and SSRL interactions did not vary due to trigger events, confirming an established collaborative pattern.ImplicationsThis study advances the field by extending research on SSRL by introducing a ‘non‐verbal perspective’. This perspective enriches our understanding of collaborative learning environments by revealing hidden interaction patterns and guiding the development of more responsive and adaptive digital learning tools.
38
Xu, Wei, and Ye-Feng Lou. "Changes in the socially shared regulation, academic emotions, and product performance in venue-based collaborative learning." Active Learning in Higher Education, May 9, 2023, 146978742311673. http://dx.doi.org/10.1177/14697874231167331.
Full textAbstract:
Teachers’ knowledge of the socially shared regulation of learning (SSRL) process of learners, which consists of the task analysis, planning, elaboration, and monitoring, can help teachers intervene when students face difficulties during the collaborative learning. Students’ academic emotions have major effects on their learning motivation, cognition, and performance. This study investigated the changes in SSRL, academic emotions, and product performance of high-, medium-, and low-level groups students after they visited an educational technology center and collaboratively designed a learning environment. We recruited 36 juniors majoring in educational technology. Online group discussions were recorded using online chat tools, and a heuristic mining algorithm was employed on this chat data to determine SSRL processes. The participants were asked to express opinions on their major, and this feedback was used to obtain academic emotion information. Additionally, a scoring was employed to measure the participants’ product performance. The high-level group was discovered to exhibit all four SSRL phases and exhibit positive emotions, with activating emotions more common than deactivating emotions. SSRL was discovered to be related to academic performance; higher academic performance correlated with a more standardized SSRL process. Additionally, the higher a participants’ academic performance, the more frequently the participant had positive academic emotions. Overall, the learners in the high-level group paid more attention to the collaborative learning task.
39
Urban, Kamila, and Marek Urban. "Don't Let it be! Creative Co‐regulation and Socially Shared Regulation in a Case Study of the Beatles: Get Back." Journal of Creative Behavior, November 29, 2023. http://dx.doi.org/10.1002/jocb.626.
Full textAbstract:
ABSTRACTCriticism has been raised about creativity researchers narrowing their focus solely to the cognitive processes within individuals. To address these concerns, this case study seeks to expand the scope of creativity research by delving into metacognitive, motivational, and emotional processes involved in collaborative creative problem‐solving. The present study applies the concepts of self‐regulation, co‐regulation, and socially shared regulation to a real‐world case study: the documentary The Beatles: Get Back. Observational footage of the band rehearsing and creating new songs for their live show is analyzed within a socially shared regulation of learning (SSRL) framework. Theory‐driven coding identified individual facets of self‐regulation, co‐regulation, and socially shared regulation during collaborative creative problem‐solving. The analysis revealed initial problems with self‐regulation, especially motivation and emotion regulation, inhibiting collaboration. However, co‐regulatory prompts between group members facilitated a shift toward more productive socially shared regulation where the band collectively negotiated goals, plans and ideas. An examination of spontaneous interactions highlighted the interplay between individual self‐regulation and socially constructed regulation shaping real‐world creative collaboration. Individual metacognitive skills, motivation, and emotions, as well as socially shared group dynamics enabled the members to regulate uncertainty and obstacles in collaborative creative problem‐solving.
40
Silva, Leonardo, António Mendes, Anabela Gomes, and Gabriel Fortes. "Fostering regulatory processes using computational scaffolding." International Journal of Computer-Supported Collaborative Learning, March 27, 2023. http://dx.doi.org/10.1007/s11412-023-09388-y.
Full textAbstract:
Abstract The use of computational scaffolding is a crucial strategy to foster students’ regulation of learning skills, which is associated with increased learning achievement. However, most interventions treat the regulatory processes as individual actions isolated from a social context. This view contradicts the most recent research that points to the importance of studying the regulatory phenomenon from a social-cognitive perspective, where students’ interactions influence their regulation of the learning process. This work explores these problems and presents multiple scaffolds to promote Self-regulation of Learning (SRL), co-regulation, and socially shared regulation of learning (SSRL) embedded within a computer-supported collaborative learning environment. A single-blind randomized controlled trial was performed with students (n = 71) enrolled in an online introductory programming course. Students were randomly assigned to three groups: 1) SRL-only support, 2) SRL, co-regulation, and SSRL support, and 3) a no support control group. The findings revealed that students who received regulatory support achieved higher course grades than the control group. However, only students who received SSRL and co-regulation support achieved superior performance in collaborative activities, confirming the importance of this type of regulation. Even though students did not increase in SRL aptitude, the intervention provided support for achieving higher grades in the course.
41
Guan, Jue‐Qi, Xiao‐Feng Wang, Wen‐Zhuo Wang, Jiong Zhu, and Gwo‐Jen Hwang. "Creating in the metaverse: An SSRL‐based collaborative painting approach to promote students' creativity, socially shared regulation and positive painting behaviours." Journal of Computer Assisted Learning, February 20, 2024. http://dx.doi.org/10.1111/jcal.12961.
Full textAbstract:
AbstractBackgroundPainting is the foundational expression across all art forms and is one of the key creative practices for fostering students' aesthetic ability and creativity within fine arts courses. Collaborative painting in the form of socially shared regulation of learning (SSRL) can be recognized as an effective strategy for enhancing creativity in both individual and group work. However, the absence of contextual experiences and collaborative spaces poses challenges for students in cultivating their creativity in painting.ObjectivesThe present study explores students' creativity, socially shared regulation (SSR) and positive painting behaviours using an SSRL‐based collaborative painting approach in the metaverse (Meta‐CP).MethodsVia a quasi‐experimental design, a total of 40 Chinese students in fifth grade were recruited and were randomly divided into an experimental group and a control group, with 20 students utilizing the Meta‐CP approach, while the remaining 20 students followed the conventional SSRL‐based paper‐and‐brush collaborative painting (C‐CP) approach. The Meta‐CP approach not only offers an authentic painting context and a collaborative space but also facilitates the collaborative process through the SSRL framework. The data collection included students' creative tendency, painting works and painting process.Results and ConclusionsThe Meta‐CP approach effectively enhances students' creativity concerning adventure, curiosity and imagination, as well as results in the creation of more distinctive and logical artistic works. Furthermore, the approach significantly improved the quality of students' SSR. Additionally, students utilizing the Meta‐CP approach displayed more positive painting behaviours compared with those employing the C‐CP approach.
42
Lämsä, Joni, Justin Edwards, Eetu Haataja, Marta Sobocinski, Paola Peña, Andy Nguyen, and Sanna Järvelä. "Learners’ Linguistic Alignment and Physiological Synchrony." Journal of Learning Analytics, July 25, 2024, 1–18. http://dx.doi.org/10.18608/jla.2024.8287.
Full textAbstract:
The theory of socially shared regulation of learning (SSRL) suggests that successful collaborative groups can identify and respond to trigger events stemming from cognitive or emotional obstacles in learning. Thus, to develop real-time support for SSRL, novel metrics are needed to identify different types of trigger events that invite SSRL. Our aim was to apply two metrics derived from different data streams to study how trigger events for SSRL shaped group linguistic alignment (based on audio data) and physiological synchrony (based on electrodermal activity data). The data came from six groups of students (N = 18) as they worked face-to-face on a collaborative learning task with one cognitive and two emotional trigger events. We found that the cognitive trigger event increased linguistic alignment in task-description words and led to physiological out-of-synchrony. The emotional trigger events decreased out-of-synchrony and increased high-arousal synchrony at the physiological level but did not affect linguistic alignment. Therefore, different metrics for studying markers and responses to different types of trigger events are needed, suggesting the necessity for multimodal learning analytics to support collaborative learning.
43
Shao, Jingjing, Yunshan Chen, Xiaoyang Wei, Xiaoran Li, and Yanyan Li. "Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis." Frontiers in Psychology 14 (March 22, 2023). http://dx.doi.org/10.3389/fpsyg.2023.1110086.
Full textAbstract:
Education research is increasingly focused on fostering self-regulated learning (SRL) and socially shared regulation of learning (SSRL) among students. However, previous meta-analyses have rarely focused on the specific types of regulated learning scaffolding. Therefore, this meta-analysis examines the effects of different types of regulated learning scaffolding on regulation strategies and academic performance. A total of 46 articles met the inclusion criteria and were included in the final analysis. The findings showed that overall, regulated learning scaffolding had a moderate effect (g = 0.587). In addition, moderation analyses were performed using a random effects model that focused on four types of scaffolding. The results showed that overall, composite tools had the greatest effect, while the most useful scaffolding for SRL and SSRL were group awareness tools (g = 0.61) and composite tools (g = 0.53), respectively. In terms of learning outcomes, composite tools had the greatest effect on regulation strategies, while intelligent pedagogical agents had the greatest effect on academic performance. We also performed a meta-regression analysis to identify the moderators that had the greatest influence on the effects of regulated learning scaffolding. The results showed that grade level, academic subject, and cooperation all had a significant impact. In conclusion, these findings provide evidence for validating the effectiveness of four regulated learning scaffolding and for discovering their function for SSRL, and presented some practical implications of our findings.
44
Sharma, Kshitij, Andy Nguyen, and Yvonne Hong. "Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies." British Journal of Educational Technology, April 9, 2024. http://dx.doi.org/10.1111/bjet.13459.
Full textAbstract:
AbstractAdaptive learning technologies are closely related to learners' self‐regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self‐regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self‐regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self‐regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self‐assessment, and help‐seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self‐regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self‐regulated learning research and development. Practitioner notesWhat is already known about this topic By providing personalized and learner‐centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self‐regulated learning (SRL) practices. It is possible to create a more student‐centred and effective learning environment by combining adaptive learning and collaborative learning. Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes. What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts. Summarizes the insights on (S)SRL through ADLEs in collaborative learning. Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning. Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research. Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state.
45
Clayton Bernard, Rebecca, and Gilles Kermarrec. "Peer Assessment and Video Feedback for Fostering Self, Co, and Shared Regulation of Learning in a Higher Education Language Classroom." Frontiers in Education 7 (April 15, 2022). http://dx.doi.org/10.3389/feduc.2022.732094.
Full textAbstract:
Self-regulated learning includes the cognitive, metacognitive, behavioral, motivational, and affective aspects of learning. The conceptualization of self and socially regulated learning has recently received much attention and peer assessment has been found to increase the use of metacognitive activity. The present exploratory qualitative study aimed to identify self-, co-, and socially shared regulatory processes in an oral English as a Foreign Language task. The regulatory activity deployed by 10 learners was studied within the context of a peer assessment task using an assessment form paired with video feedback in the context of an English language classroom at a French university. These interactions were filmed and discussed in individual self-confrontation interviews which were analyzed through inductive coding. Specific findings from the classroom setting shed light on existing gaps in the literature. First, students can gain confidence in their own skills through assessing their peers and activating regulatory processes both individually and as a group. Second, appropriate tools can increase co-regulated and socially regulated learning through the structuring of cooperative regulatory behaviors. Third, psychological safety appeared to be a propitious social context for supporting regulated learning (SRL, CoRL, and SSRL). We also shed light on the fact that adaptive regulatory strategies are present in oral (as well as written) English as a Foreign Language tasks. These results indicate the potential for learning situations based on video feedback used in conjunction with peer assessment and collaborative learning in order to develop regulatory behaviors in language learners.
46
Sulla, Francesco, Domenico Monacis, and Pierpaolo Limone. "A systematic review of the role of teachers’ support in promoting socially shared regulatory strategies for learning." Frontiers in Psychology 14 (September 14, 2023). http://dx.doi.org/10.3389/fpsyg.2023.1208012.
Full textAbstract:
Interpersonal physiological synchrony and collaboration in educational contexts have been identified as key aspects of the learning environment to foster critical thinking, decision-making, problem-solving, and shared knowledge construction and learning of students. In addition to this, teachers’ support and interaction with students result in a protective factor for students’ well-being and academic outcomes. The main aim of this systematic review was to explore if and how teachers’ support and relationship with students can affect their use of Socially Shared Regulatory Strategies for Learning (SSRL). Studies were identified in six electronic databases (Web of Science, Scopus, PubMed, Embase, and Cochrane CENTRAL and ERIC) following PRISMA guidelines. The initial search yielded a total of 110 records. Fifty-nine studies were fully reviewed, and 16 studies met all inclusion criteria and formed the basis for the review. Studies were analyzed and teachers’ support strategies to enhance SSRL were identified and recorded. This review identifies a range of teachers’ strategies that may foster students’ SSRL, such as prompting and moving from one group to another, helping and checking the groups’ progress, especially in primary and secondary school; flipped classrooms at university level. The results of this systematic review may inform teachers, educational practitioners, the general public and the design of individualized educational interventions aimed at improving teacher-child relationships, their well-being and academic performance.
47
Zhao, Yaqi, Yaqian Zheng, Mingze Sun, and Yanyan Li. "Exploring Online Collaborative Learners’ Socially Shared Regulation of Learning Behavior Patterns in Different Engagement Groups." International Journal of Learning and Teaching 10, no. 2 (2024). http://dx.doi.org/10.18178/ijlt.10.2.255-260.
Full textAbstract:
Online collaborative learning has become an important way of learning, and focusing on the socially shared regulation of learning behaviors is important for improving learning performance. Based on an online collaborative learning course, this study collected discussion data from 18 collaborative learning groups over 6 sessions. Behavioral patterns of socially shared regulation of learning were explored through frequency statistics and lagged sequence analysis. Learning engagement variables were also introduced to compare the differences in significant behavioral sequence patterns between high- and low-engagement groups. It was found that (a) most of the regulation behaviors in the early stage were focused on the task itself and the work of the members, while the regulation behaviors in the later stage were more concerned with the progress and results of the group. (b) The high-learning engagement groups had a higher frequency of socially shared regulation of learning behaviors and more appropriate temporal characteristics. The study shows that appropriate regulation behaviors guarantee the smooth progress of collaborative learning activities and the stability of the group in learning engagement. Finally, the study suggests recommendations for improving online collaborative learning performance.
48
Huang, Lu, Ruiying Wang, and Jinlong Han. "Regulation of emotions in project-based collaborative learning: an empirical study in academic English classrooms." Frontiers in Psychology 15 (June 18, 2024). http://dx.doi.org/10.3389/fpsyg.2024.1368196.
Full textAbstract:
In spite of the increasing popularity of project-based collaborative learning (PBCL) as a pedagogy, real successful collaboration cannot always be achieved due to the cognitive, motivational and social emotional challenges students encounter during collaboration. Recognizing the challenges and developing regulation strategies to cope with the challenges at both individual and group level is essential for successful collaboration. In the last decades, a growing interest has been developed around socially shared regulation of emotions and how it is interwoven with self-regulation and co-regulation. However, capturing the process of students’ emotional challenges and regulations in a long and dynamic project proves difficult and there remains a paucity of evidence on how co-regulation and socially-shared regulation co-occur with learners’ cognitive and emotional progress in project-based collaborative learning. The purpose of the present study is to investigate and identify what kind of social emotional challenges students encountered during PBCL and how they regulate themselves and the groups in order to finish the projects. A quasi-experimental research design was adopted in an academic English classroom, with thirty-eight students self-reporting their challenges and regulations three times after finishing each of the projects. The results of qualitative analysis plus a case study of two groups indicate that students encounter a variety of social emotional challenges and employed different levels of co-regulation and socially shared regulation in addition to self-regulation, leading to varying collaboration results and experiences. The findings of the study offer insights into the emotional regulation in PBCL and shed light for future design of pedagogical interventions aiming at supporting socially shared regulation.
49
Nguyen, Andy, Sanna Järvelä, Carolyn Rosé, Hanna Järvenoja, and Jonna Malmberg. "Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics." British Journal of Educational Technology, October 11, 2022. http://dx.doi.org/10.1111/bjet.13280.
Full text
50
Järvelä, Sanna, Andy Nguyen, and Allyson Hadwin. "Human and artificial intelligence collaboration for socially shared regulation in learning." British Journal of Educational Technology, April 20, 2023. http://dx.doi.org/10.1111/bjet.13325.
Full text