Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

Ucan, Serkan; Webb, Mary

doi:10.1080/09500693.2015.1083634

Cited by 91 publications

(66 citation statements)

References 30 publications

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“…Their effective co‐regulation was mainly supported by their own strong self‐regulation, which is consistent with the findings that peer levels of self‐regulation affect individual self‐regulation skills and literacy skills (Montroy, Bowles, & Skibbe, ) and that especially metacognitive monitoring at the individual level, that is, self‐regulation, promoted collaborative solving (Miyake & Kirschner, ). By comparison, the mixed‐level triad frequently interacted with each other by co‐ and shared regulation, where co‐regulation promotes partners to reflect upon and clarify their thinking (Ucan & Webbs, ). Within this mixed‐level triad, especially the low achiever could get help from the high and medium achievers, who would enhance their own understanding and application of knowledge.…”

Section: Discussionmentioning

confidence: 99%

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Zheng¹,

Kim²,

Lai³

et al. 2019

Brit J Educational Tech

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In recent years, most studies on flipped classrooms or flipped learning have focused on learners' motivation, academic achievement and teachers' and students' perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most secondlevel contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom.

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Section: Discussionmentioning

confidence: 99%

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Zheng¹,

Kim²,

Lai³

et al. 2019

Brit J Educational Tech

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show abstract

“…Students in high-achievement groups demonstrated a high proportion of co-regulatory behaviors, including establishing task demands and setting goals, advancing and explaining solutions, monitoring or controlling group progress, reflecting on group goals and progress, and making adaptations. These behaviors were helpful for productive collaborative learning (Ucan and Webb 2015). Establishing task demands and setting goals contributed to building a shared understanding of the collaborative learning task.…”

Section: Discussionmentioning

confidence: 99%

“…They can ask questions, provide explanations, elaborate on concepts, monitor progress, correct errors, and evaluate outcomes in order to gain a better understanding of the subject matter. Moreover, co-regulatory abilities are considered important for improving the quality of collaborative learning (Ucan and Webb 2015). Recently, mobile computer-supported collaborative learning (MCSCL) attracted much attention since various kinds of APP have been developed to facilitate the implementation of MCSCL (Song 2014).…”

Section: Introductionmentioning

confidence: 99%

Exploring the behavioral patterns of Co-regulation in mobile computer-supported collaborative learning

Zheng

2016

Smart Learn. Environ.

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This study examined the behavioral patterns of co-regulation in a mobile computer-supported collaborative learning context. Participants in this study included 101 undergraduate students majoring in law or Chinese language and literature. Content analysis and lag sequential analysis were conducted to analyze the behavioral patterns of co-regulation for four weeks. The results indicated that the main co-regulation behaviors included establishing goals, making plans, enacting strategies, monitoring and controlling, reflecting and evaluating, and adapting metacognition. The behavioral sequences from week 1 to week 4 demonstrated different characteristics. In addition, the high-achievement groups and low-achievement groups presented distinct differences in behavioral sequences. The implications for CSCL and limitations are also discussed.

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“…According to some scholars, argumentation has a metacognitive potential: when students collaboratively clarify, justify, and challenge one another's, and their own, views—that is, when they argue—they make their own thinking the object of thinking and revision (see Kuhn, ; Leitão, ). Precisely because of this potential, authors such as Ucan and Webb (), Mercer (), and Webb, Franke, Turrou, and Ing () conceived of argumentative dialogue as prompting processes of monitoring the understanding of self and others, and the regulation of our own ideas. Thus, the metacognitive talk about thinking prompted by argumentation is used not only to communicate with others but also to reason and regulate our own cognition (Kuhn, ; Kuhn & Crowell, ; Kuhn et al., ).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Peer-Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge

Larraín

Freire

Grau

et al. 2018

New Directions for Child and Adolescent Development

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Experimental evidence has shown the effect of peer‐group argumentation on scientific concept development. However, questions regarding how and why it happens remain. The aim of this study is to contribute, with experimental evidence gathered in naturalistic settings (classrooms), to the understanding of the relationship between peer‐group argumentation and content knowledge learning, exploring the role that individual argumentative skills play. In total, sixty‐one fourth‐grade students (aged 9–10 years) participated in the study (thirty‐nine female). One teacher was invited to teach a thematic unit (Forces), with lesson plans especially developed to foster argumentation in the classroom. The second teacher taught as usual. Students’ conceptual understanding and argumentative skills were evaluated individually, both before and after the lessons. Although there were no differences in the immediate post‐test scores between groups (after controlling for pre‐test), the intervention group showed significantly higher scores in delayed post‐tests. Regression analyses showed that the ratio of argumentative utterances per minute of group work predicted students’ scores in delayed post‐test disciplinary content knowledge after controlling for initial levels of learning. Argumentation skill gains did not impact learning, but initial levels of argumentation skills predicted delayed scientific content knowledge post‐test.

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Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

Cited by 91 publications

References 30 publications

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Exploring the behavioral patterns of Co-regulation in mobile computer-supported collaborative learning

The Effect of Peer-Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge

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