Supporting groups’ emotion and motivation regulation during collaborative learning

This study investigates when and how students activate co- and socially shared emotion and motivation regulation in collaborative learning and whether the S-REG mobile application tool can support this regulation. In a mathematics course, 44 higher education students worked with a collaborative assignment. The S-REG tool traced groups' emotional and motivational states in different sessions, and the occurrence of co-regulation and shared regulation of motivation and emotions were coded from video-recorded collaborative work (44 h). The groups activated more co-regulation than shared regulation of emotions and motivation, but the shared-regulation episodes were longer-lasting. The groups’ emotional and motivational states were associated with the occurrence of co-regulation in the beginning of the learning sessions. The results suggest that the S-REG tool balanced collaboration by prompting the groups to regulate emotions and motivation right in the beginning of the motivationally and emotionally challenging learning sessions.     

Assessment and the co-regulation of learning in the classroom

ABSTRACT

This paper examines the processes of regulation of student learning that are associated with formative assessment in the classroom. It discusses the concept of co-regulation and presents a model of co-regulation developed in a situated perspective on classroom learning. This model conceptualises co-regulated learning as resulting from the joint influence of student self-regulation and of sources of regulation in the learning environment: namely, the structure of the teaching/learning situation, the teacher’s interventions and interactions with students, the interactions between students, and the tools used for instruction and for assessment. Examples of research showing how co-regulation functions are discussed, in particular students’ use of tools for self-assessment and peer assessment, and the role of teacher–student interactions that encourage active student participation in formative assessment.     

Collaborative inquiry in teacher professional development

This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' learning through reading to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to address three questions: (1) What did inquiry look like within this community?; (2) How was collaboration implicated in teachers' inquiry?; and (3) How was engagement in inquiry related to meaningful shifts in teachers' practice and learning? This research contributes by uncovering important links between teacher inquiry, collaboration, and educational change.     

Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning

This study examined how temporal sequences of regulated learning events, such as types and processes of regulated learning, emerge during different stages of collaborative learning. Earlier research has focused on individual learning and not on the captured temporal sequences of regulation in collaborative learning. The data were collected during a two-month math didactics course taken by teacher education students who collaborated in three member groups. Twenty-two hours of video data were collected to follow how sequences of regulated learning events, along with task execution, emerged within the six groups as their collaboration advanced. The data were analyzed using qualitative content analysis and lag sequential analysis. The results showed that the groups engaged mostly in co-regulated planning and monitoring. Temporal analysis showed that collaborative interactions focusing on task execution promoted socially shared planning, indicating that task execution provided grounding for socially shared planning and regulation to occur. The sequential analysis illustrated that metacognitive monitoring played a facilitative role in the progress of task execution.