High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?

被引：296

作者：

Volet, Simone ^{[1
]}

Summers, Mark ^{[1
]}

Thurman, Joanne ^{[1
]}

机构：

[1] Murdoch Univ, Sch Educ, Murdoch, WA 6150, Australia

来源：

LEARNING AND INSTRUCTION | 2009年 / 19卷 / 02期

关键词：

Collaborative learning; Group work; Co-regulation; Social regulation; Situative perspective; PEER INTERACTION; KNOWLEDGE; CONSTRUCTION; STRATEGIES; CLASSROOM;

D O I：

10.1016/j.learninstruc.2008.03.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article examines the nature and process of collaborative learning in student-led group activities at university. A situative framework combining the constructs of social regulation and content processing was developed to identify instances of productive high-level co-regulation. Data involves video footage of groups of science students working on a case-based project. Striking group differences in types of interactions were revealed. Regularities in the emergence of high-level co-regulation and features of interactions that contributed to the maintenance of productive collaboration were also identified. The importance of fostering students' development as co-learners is highlighted. (c) 2008 Elsevier Ltd. All rights reserved.

引用

页码：128 / 143

页数：16

共 35 条

[1] Combining individual and group-level perspectives for studying collaborative knowledge construction in context [J].