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Title: Student Regulation of Collaborative Learning in Multiple Document Integration
Authors: Oshima, Jun
Oshima, Ritsuko
Fujii, Keita
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Oshima, J., Oshima, R., & Fujii, K. (2014). Student Regulation of Collaborative Learning in Multiple Document Integration. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 967-971.
Abstract: We designed a learning environment for facilitating students' regulation of their collaborative learning in a pre-service teacher course, based on a theoretical model of learning regulation and the jigsaw method. Each student in a group read a different document related to learning environment principles (expert group work). Then, students worked together to integrate the ideas in the documents through discussion (jigsaw group work). We examined the proposed design by analyzing the types of regulation that students used and by interpreting their means of solving social conflicts. Furthermore, the relationship between group characteristics and learning outcomes was explored. Results show that stable engagement in socially shared regulation of learning in the jigsaw group was related to better learning outcomes. In addition, students failed to maintain their socially shared regulation when members had different regulation strategies for solving their social conflicts in groups.
Appears in Collections:ICLS2014

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