Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes

Iiskala, Tuike; Vauras, Marja; Lehtinen, Erno; Salonen, Pekka

doi:10.1016/j.learninstruc.2010.05.002

Cited by 250 publications

(203 citation statements)

References 30 publications

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“…As such, recent research has investigated co-regulation with respect to group cognition as each individual gains a mutual understanding of task demands as well as the activities that are mutually accomplished to ensure its completion (Hadwin and Oshige 2011). Despite growing research on co-regulation, little is known about learners' knowledge construction processes in a collaborative problemsolving environment and the instructional affordances of instructional materials (Iiskala, Vauras, Lehtinen, and Salonen 2011). In contrast to self-regulated learning (SRL), co-regulation directly involves the social aspect where group members can ease the metacognitive and cognitive demands by sharing, monitoring, and regulating task processes (Hadwin and Oshige 2011;Lajoie and Lu 2012).…”

Section: Co-regulationmentioning

confidence: 99%

“…However, we need to establish the mechanisms in which co-regulation occurs in the context of a group activity in terms of what leads to individual gains and mutual understanding of task demands ensuring task completion (Hadwin and Oshige 2011). Despite growing research on co-regulation, little is known about learners' knowledge construction processes in a collaborative problem-solving environment (Iiskala, Vauras, Lehtinen, and Salonen 2011). Social environments and instructional contexts support individual participation and learning (Volet, Summers, and Thurman 2009), however we need to understand how the group discourse leads to deeper understanding.…”

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confidence: 99%

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Co-regulation and knowledge construction in an online synchronous problem based learning setting

et al. 2016

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Learning to monitor and regulate one's learning in an academic setting is a task that all students must engage in. Learning in "group" situations requires both selfand co-regulation. This research examines a case study of a small group of medical student interactions during an on-line problem based learning activity (PBL) where students learn to co-regulate their performance as they construct their understanding of how best to communicate bad news to patients. This paper introduces an approach for analyzing the group discourse to understand how collective knowledge building facilitates co-regulation. A mixed method analysis was used to analyze the case study data. A qualitative data analysis of verbal interactions was conducted to examine coregulatory episodes. Collective knowledge building was examined by analyzing the group discourse for indicators of co-regulatory processes. The study follows two quantitative analyses: a frequency count analysis of types of questions asked by facilitators and students; and a sequential pattern mining for patterns of cooccurrences of learners' discourse and co-regulation.

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Section: Co-regulationmentioning

confidence: 99%

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confidence: 99%

Co-regulation and knowledge construction in an online synchronous problem based learning setting

et al. 2016

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“…However, in our description of the LP construct, we conflated the intrapersonal (regulating self) and interpersonal (regulating others) dimensions rather than separating them. As Iiskala, Vauras, Lehtinen, and Salonen (2011) wrote, intrapersonal regulation is not equivalent to interpersonal regulation, and vice versa, therefore, both types of regulation "should be conceptualized differently" (p. 379). In line with this reasoning, we define the self-regulation aspect of LP as "Regulation behavior used by the [learner] mainly to regulate himself/herself, with no apparent intentions to influence other [learners'] cognitions, emotions and behaviors" (Grau & Whitebread, 2012, p. 411).…”

Section: Learning Presence Construct Viewed Through Self-regulation mentioning

confidence: 99%

Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

Hayes

Smith

Shea

2015

OLJ

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As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners' discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.

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“…Metacognition allows us to be aware not only of our own thinking, but also of others' (Efklides, 2008;Iiskala, Vauras, Lehtinen, & Salonen, 2011;Salonen, Vauras, & Efklides, 2005). Through appreciating someone else's knowledge we can engage in social interactions (King, 1998;Zembylas, 2007).…”

Section: Teaching As Triggering Metacognitionmentioning

confidence: 99%

The psychological dimension of transformation in teacher learning

Maclellan

2012

Teaching Education

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Against a background which recognises pedagogical content knowledge as the distinctive element of teacher competence/expertise, this theoretical essay argues for its central construct -that of transformation -to be understood by teachers and teacher-educators in psychological terms (as was originally proposed by Dewey). Transformation requires teachers to fashion disciplinary knowledge such that it is accessible to the learner. It is argued that for transformation to happen, teacher thinking must include a sophisticated grasp of cognition and metacognition if teachers are to be characterised as competent, let alone expert. This article is written within a context of considerable social and academic scrutiny in the United Kingdom of the form and content of professional teacher preparation and development. In recent years the contribution of psychological knowledge to teacher-education has been filtered through procedural lenses of how best to 'manage classrooms', 'assess learning', 'build confidence' or whatever without a matched concern for psychological constructs through which such issues might be interpreted; thus leaving teachers vulnerable in their professional understandings of learning and its complexities. That society now requires high-level cognitive engagement amongst its participants places cognitive and metacognitive demands on teachers which can only be met if they themselves are conceptually equipped.

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Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes

Cited by 250 publications

References 30 publications

Co-regulation and knowledge construction in an online synchronous problem based learning setting

Co-regulation and knowledge construction in an online synchronous problem based learning setting

Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

The psychological dimension of transformation in teacher learning

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