Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
365860 | Learning and Instruction | 2009 | 16 Pages |
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.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Simone Volet, Mark Summers, Joanne Thurman,