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

Volet, S.ORCID: 0000-0001-8450-6663, 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.

Link to Published Version: http://dx.doi.org/10.1016/j.learninstruc.2008.03.0...
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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.

Item Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Elsevier BV
Copyright: © 2008 Elsevier Ltd.
URI: http://researchrepository.murdoch.edu.au/id/eprint/7831
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