Socially Shared Regulation of Learning: A Review

2015 ◽  
Vol 20 (3) ◽  
pp. 190-203 ◽  
Author(s):  
Ernesto Panadero ◽  
Sanna Järvelä
Keyword(s):  
Empirical Evidence ◽  
Learning Theory ◽  
Qualitative Data ◽  
Social Regulation ◽  
Observation Data ◽  
Optimal Form ◽  
Self Regulated Learning ◽  
The Past ◽  
Recorded Observation ◽  
Socially Shared Regulation

Abstract. Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence of SSRL in comparison to other social regulation (e.g., co-regulation). It was found that most of the SSRL research has focused on characterizing phenomena through the use of mixed methods through qualitative data, mostly video-recorded observation data. Also, SSRL seems to contribute to students’ performance. Finally, the article discusses the need for the field to move forward, exploring the best conditions to promote SSRL, clarifying whether SSRL is always the optimal form of collaboration, and identifying more aspects of groups’ characteristics.

Socially Shared Regulation of Learning and Quality of Talk: Age Differences in Collaborative Group Work in Classroom Contexts

2018 ◽  
Vol 2018 (162) ◽  
pp. 11-39
Author(s):  
Valeska Grau ◽  
Amaya Lorca ◽  
Carolina Araya ◽  
Sofía Urrutia ◽  
Dominga Ríos ◽  
...  
Keyword(s):  
Age Differences ◽  
Group Work ◽  
Collaborative Group ◽  
Socially Shared Regulation ◽  
Collaborative Group Work

scholarly journals Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning

2019 ◽  
Vol 14 (4) ◽  
pp. 425-441 ◽  
Author(s):  
Sanna Järvelä ◽  
Hanna Järvenoja ◽  
Jonna Malmberg
Keyword(s):  
Collaborative Learning ◽  
Self Regulation ◽  
Learning Context ◽  
Computer Supported Collaborative Learning ◽  
In Situ Data ◽  
Complex Process ◽  
The Social ◽  
Made In ◽  
Socially Shared Regulation

AbstractSelf-regulation is critical for successful learning, and socially shared regulation contributes to productive collaborative learning. The problem is that the psychological processes at the foundation of regulation are invisible and, thus, very challenging to understand, support, and influence. The aim of this paper is to review the progress in socially shared regulation research data collection methods for trying to understand the complex process of regulation in the social learning context, for example, collaborative learning and computer-supported collaborative learning. We highlight the importance of tracing the sequential and temporal characteristics of regulation in learning by focusing on data for individual- and group-level shared regulatory activities that use technological research tools and by gathering in-situ data about students’ challenges that provoke regulation of learning. We explain how we understand regulation in a social context, argue why methodological progress is needed, and review the progress made in researching regulation of learning.

scholarly journals A New Context Affording for Regulation: The Case of Musical Play

2017 ◽  
Vol 6 (3) ◽  
pp. 212 ◽  
Author(s):  
Antonia Zachariou ◽  
David Whitebread
Keyword(s):  
Quantitative Analysis ◽  
Theory And Practice ◽  
Initial Manifestation ◽  
Musical Play ◽  
Social Nature ◽  
Cognitive Monitoring ◽  
Socially Shared Regulation

The present study set out to investigate theoretical speculations that regulation and musical play, an initial manifestation of musicality, are directly linked. This study aimed to explore the potential for regulation to occur during musical play and investigate the nature of the regulatory behaviours. Thirty-six children, aged 6 and 8, were observed during musical play sessions. These observations were analysed, using a coding framework, to identify and code regulatory behaviours as to the type of regulation, its social nature and the direction of activity. The data were subjected to quantitative analysis. The findings suggest that regulatory behaviours occurred during musical play. During musical play tasks, cognitive monitoring and emotional/motivational monitoring behaviours were the most prevalent, significantly more opportunities were provided for socially-shared regulation compared to self- or co-regulation, and the children more often directed their activity towards fundamental, rather than superficial aspects of tasks. The results can inform theory and practice.

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