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

Volet, S., Summers, M. and Thurman, J. (2009) High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19 (2). pp. 128-143.

Abstract

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.