High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
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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.
|Publication Type:||Journal Article|
|Murdoch Affiliation:||School of Education|
|Copyright:||© 2008 Elsevier Ltd.|
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