Co-Regulation Processes Within Interactive Dynamics: Insights From Second Graders’ Cooperative Writing

Abstract

This research aims at analyzing the features of interactive dynamics in second graders’ peer interactions (age 7-8) during cooperative writing in classroom settings. Focused on in-depth qualitative analyses of videotaped data, four pupil pairs’ interactions have been examined in light of three dimensions: social, cooperative and cognitive. Within two main types of dynamics (favoring vs. not favoring learning), conjectures have been drawn about co-regulation processes in peer learning. While negative dynamics have shown to be detrimental for the cognitive processing of the task, thus needing teacher contextual regulation, positive dynamics have revealed three forms of teamwork, labelled self-reliant, autonomous and dependent. The results show that young learners, even when engaged in positive dynamics, are not always able to co-regulate peer learning. These findings call for teacher’s careful observation in order to scaffold learners’ cognitive processing. Keywords: collaborative writing, cooperative learning, interactive dynamics, learning processes, qualitative analysis.

Instrumentos de medida de la corregulación del aprendizaje: Una revisión sistemática de la literatura

“…Este estudio encontró diferentes conceptualizaciones de la CoREG, lo que es coincidente con investigaciones previas que declaran que es un constructo emergente y que no existe un consenso sobre su definición en la literatura (Deaton, 2015;Escamilla, 2022;Saariaho et al, 2016). También coincide con el argumento de la existencia de otras nuevas perspectivas contemporáneas del aprendizaje y de la ARA que destacan un enfoque constructivista social (Lehraus & Marcoux, 2018). A pesar de ello, dado que este estudio implementó la metodología de RSL, que permitió la extracción y sistematización de diferentes definiciones del concepto, se aportó en los resultados con una definición integrada y consensuada a partir de la teorías y conceptualizaciones disponibles.…”

“…De esta forma, el papel del contexto social en la comprensión de la ARA muestra su evolución lo que da como resultado la atención sobre perspectivas emergentes de ARA que se mueven más allá de la tradicional concepción de que el contexto social es un componente en el proceso triádico (Zimmerman, 2016), para avanzar posicionando lo social como el centro de la ARA, lo que ha impulsado el surgimiento de una serie de nuevos modelos teóricos que asumen que la interacción social es un factor clave en el aprendizaje informal y formal (Deaton, 2015;Escamilla, 2022). Las perspectivas contemporáneas del aprendizaje y la ARA revelan un mayor interés en explicar el papel de las influencias sociales y contextuales transitando desde modelos que se mueven a lo largo de un continuo representadas en perspectivas constructivistas más individuales hacia perspectivas de aprendizaje preponderantes en un enfoque constructivista sociales (Lehraus & Marcoux, 2018;López-Angulo et al, 2021).…”

Collaborative Writing in L1 School Contexts: A Scoping Review

“…Learning is a focus area for at least 33 of the articles. Many of these studies have a focus on learning through metatalk (Lehraus & Marcoux, 2018;Peterson & Portier, 2014) or metacognitive strategies (Daiute, 1990;Humphris, 2010). These focus areas underline the importance of CW dialogue as learning support.…”

A learning and development with collaborative note- taking model for enhancing the future higher education students’ workforce skills in socio-emotional regulation and grit based on a web 5.0 approach

“…There is a possibility of using a socio-emotional regulation strategy, and the 70-20-10 learning model in the context of social cognitive learning to develop social and emotional skills and grit. Socio-emotional regulation could be defined as the regulation of behavior, emotions, and social cognition that influences to perform of tasks and to solve a problem together by developing an understanding of those topics at shared-level in the collaborative learning group (Allal, 2018;De Backer et al, 2018;Greisel et al, 2018;Järvelä et al, 2015;Lehraus & Marcoux, 2018;Saariaho et al, 2018;Saariaho et al, 2019;Zimmerman, 2000). There are two supported theories, the life span theory related to social motivation, called "socioemotional selective theory (SST)".…”

“…Overall, socially-shared regulation is defined as the regulation of environmental influences to solve a problem together by jointly developing an understanding of those topics at a shared level in the collaborative learning group in which the whole group members make decisions together in a shared way. (Allal, 2018;De Backer et al, 2018;Greisel et al, 2018;Järvelä et al, 2015;Lehraus & Marcoux, 2018;Saariaho et al, 2018;Saariaho et al, 2019;Zimmerman, 2000). With a growing need for a growing number of tools created to foster awareness and effective regulation in collaborative learning, there is a need to develop design principles for supporting socially shared learning to provide direct instruction on social regulation strategies (Lyons, Lobczowski, Greene, Whitley, & McLaughlin, 2021).…”