La regulación compartida en entornos de aprendizaje colaborativo: una revisión del estado de la investigación empírica
Resumen Los procesos de regulación compartida se presentan dentro del campo del aprendizaje colaborativo mediado por ordenador como un ámbito de estudio emergente. El interés por este ámbito de estudio se justifica en el supuesto de que los procesos de regulación inciden positivamente en el desempeño de los grupos y predicen resultados satisfactorios en el aprendizaje de los alumnos. En este artículo, se revisan distintos estudios realizados sobre la regulación compartida en el aprendizaje colaborativo tanto en contextos educativos presenciales como en entornos educativos apoyados por ordenador. Previamente, y como marco para esta revisión, se discute la importancia de la regulación compartida en el aprendizaje colaborativo mediado por ordenador y se distingue a la regulación compartida de otros procesos presentes en el aprendizaje colaborativo, en particular de los procesos de construcción compartida de conocimiento. Como conclusiones se destacan un conjunto de rasgos teóricos y empíricos que definen el tema de la regulación compartida como ámbito de estudio y que, en lo subsecuente, orientan la realización de futuras investigaciones en entornos de aprendizaje colaborativo mediado por ordenador, así como el diseño de apoyos para favorecer dichos procesos.
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Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128-143.
Volet, S., Vauras, M., & Salonen, P. (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215-226.
http://dx.doi.org/10.1016/j.learninstruc.2008.03.001
Zhang, J., Hong, H., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262-307.
http://dx.doi.org/10.1080/10508406.2011.528317
http://dx.doi.org/10.1016/j.chb.2010.07.014
Coll, C., Onrubia, J. & Mauri, T. (2007). Tecnología y prácticas pedagógicas: las TIC como instrumentos de mediación de la actividad conjunta de profesores y estudiantes. Anuario de Psicología, 38(3), 377-400.
Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macro-scripts for computersupported collaborative learning. Journal of Computer Assisted Learning, 23(1), 1-13.
http://dx.doi.org/10.1111/j.1365-2729.2007.00191.x
Dimitracopoulou, A. (2008). Computer based Interaction Analysis Supporting Selfregulation: Achievements and Prospects of an Emerging Research Direction. Technology, Instruction, Cognition and Learning, 6(4), 291-314.
Chan, C. K. K. (2012). Co-regulation of learning in computer-supported collaborative learning environments: A discussion. Metacognition and Learning, 7(1), 63-73.
http://dx.doi.org/10.1007/s11409-012-9086-z
Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401-412.
http://dx.doi.org/10.1016/j.learninstruc.2012.03.003
Gress, C. L. Z., & Hadwin, A. F. (2010). Advancing educational research on collaboration through the use of gStudy computer-supported collaborative learning (CSCL) tools: Introduction to special issue. Computers in Human Behavior, 26(5), 785-786.
http://dx.doi.org/10.1016/j.chb.2008.12.003
Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379-393.
http://dx.doi.org/10.1016/j.learninstruc.2010.05.002
Janssen, J., & Bodemer, D. (2013). Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools, Educational Psychologist, 48(1), 40-55.
http://dx.doi.org/10.1080/00461520.2012.749153
Janssen, J., Erkens G.,Kirschner P., & Kanselaar, G. (2012). Task-related and social regulation during online collaborative learning. Metacognition and Learning, 7(1), 25-43.
http://dx.doi.org/10.1007/s11409-010-9061-5
Jarvenoja, H., Volet, S. & Jarvela, S. (2012). Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33(1), 1-28.
Jarvela, S., & Hadwin, A. H. (2013). New Frontiers: Regulating Learning in CSCL. Educational Psychologist, 48(1), 25-39.
http://dx.doi.org/10.1080/00461520.2012.748006
Jarvela, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M. & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: designing
for CSCL regulation tools. Educational Technology Research and Development, 6(1), 125-142.
http://dx.doi.org/10.1007/s11423-014-9358-1
Lajoie, S., & Lu, J. (2012). Supporting collaboration with technology: Does shared cognition lead to co-regulation in medicine? Metacognition and Learning, 7(1), 45-62.
Monereo, C., & Badia, A. (2013). Aprendizaje estratégico y tecnologías de la información y la comunicación: una revisión crítica. Education in the Knowledge Society, 14(2), 15-41.
Rogat, T. K., & Linnenbrink, G. L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4),375-415.
http://dx.doi.org/10.1080/07370008.2011.607930
Roschelle, J., & Teasley, S. (1995). The construction of shared knowledge in collaborative problem solving. En C. In O’Malley (Ed.), Computer supported collaborative learning (pp. 69-197). Berlin: Springer-Verlag.
http://dx.doi.org/10.1007/978-3-642-85098-1_5
Saab, N. (2012). Team regulation, regulation of social activities or co-regulation: Different labels for effective regulation of learning in CSCL. Metacognition and Learning, 7(1), 1-6.
http://dx.doi.org/10.1007/s11409-011-9085-5
Saab, N., Joolingen, W., & Hout-Wolters, B. (2012). Support of the collaborative inquiry learning process: Influence of support on task and team regulation. Metacognition and Learning, 7(1), 7-23.
http://dx.doi.org/10.1007/s11409-011-9068-6
Schoor, C., & Bannert, M. (2012). Exploring regulatory processes during a computersupported collaborative learning task using process mining. Computers in Human Behavior, 28(4), 1321-1331.
http://dx.doi.org/10.1016/j.chb.2012.02.016
Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128-143.
Volet, S., Vauras, M., & Salonen, P. (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215-226.
http://dx.doi.org/10.1016/j.learninstruc.2008.03.001
Zhang, J., Hong, H., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262-307.
http://dx.doi.org/10.1080/10508406.2011.528317
Castellanos Ramírez, J. C., & Onrubia Goñi, J. (2015). La regulación compartida en entornos de aprendizaje colaborativo: una revisión del estado de la investigación empírica. Education in the Knowledge Society (EKS), 16(3), 57–72. https://doi.org/10.14201/eks20151635772
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