Shared regulation of learning Sample Clauses

Shared regulation of learning. Shared regulation of learning refers to the process by which multiple group members regulate their joint activity in order to achieve a shared goal (Xxxxxx et al., 2010; Xxxxxxx et al., 2008; Xxxxxx et al., 2010). It is described as collective regulation in which group members ‘develop shared awareness of goals, progress, and task toward co-constructed regulatory processes, thereby sharing regulation processes together as a collective process’ (Xxxxxxx & Xxxxxxxxx, 2011, p.353). From this perspective, the responsibility for regulating the joint activity is equally shared among the group members in the service of a shared outcome (Xxxxxx et al., 2011). Shared regulation of learning only occurs in socially shared learning situations, such as collaborative inquiry activities, and requires a high level of mutuality within the group, as it emerges and is expressed when multiple group members equally share and socially co-construct regulatory processes (e.g., planning, monitoring, evaluation and strategy regulation) toward a shared goal (Xxxxxx et al., 2011; Xxxxxxxxx, 2010). Shared regulation of learning is viewed as critical for successful collaboration. While learning collaboratively, besides co-construction of shared knowledge, it is considered highly important for students to regulate jointly the group’s metacognitive, behavioural, and motivational/emotional processes (Xxxxx et al., 2009; Xxxxxxx et al., 2011; Xxxxxxxxx & Xxxxxxx, 2009; Xxxxx et al., 2009b). The previous research provides empirical evidence in relation to how students use shared regulation processes within collaborative learning situations. For example, in one of the recent studies, Xxxxx and her colleagues (2009) examined two triads of pre-service primary teachers’ regulation of their group problem-solving activities in a computer-supported collaborative learning context. They particularly focused on investigating how shared metacognitive processes occurring in group problem- solving was associated with the members’ reported individual feelings of difficulty regarding mathematics tasks. The first part of the data of this study consisted of participants’ messages posted on the discussion forum. Through qualitative content analysis, firstly, the messages were categorised whether the messages were metacognitive, cognitive, or social in nature. Next, the metacognitive regulation messages were assessed to see if they were socially shared or individual. The second part of data collection pertain...