The shared regulation in collaborative learning environments: A review of the state of empiric research
Abstract Shared regulation processes occur within the feld of computer-supported collaborative learning as an emerging feld of study. Interest in this feld of study is justifed by assuming that regulatory processes positively affect the performance of groups and predict satisfactory results in student learning. This article reviews recent research about shared regulation processes in collaborative learning, both in face-to-face contexts and in virtual environments. To that end, prior to do the review, we discuss the importance of shared regulation on collaborative learning mediated by computer and, furthermore, we defne shared regulation and distinct it from other processes involved in collaborative learning, in particular from processes of construction of shared knowledge. We highlights, in the conclusions, a set of theoretical and empirical features that defne the shared regulation as a feld of study and, hereafter, guide future research focused on collaborative learning environments mediated by computer, as well as the design of support to encourage these processes.
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http://dx.doi.org/10.1016/j.learninstruc.2008.03.001
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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). The shared regulation in collaborative learning environments: A review of the state of empiric research. Education in The Knowledge Society, 16(3), 57–72. https://doi.org/10.14201/eks20151635772
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