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Title: Variation in Other-Regulation and the Implications for Competence Negotiation
Authors: Adams-Wiggins, Karlyn R.
Rogat, Toni Kempler
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Adams-Wiggins, K. R. & Rogat, T. K. (2013). Variation in Other-Regulation and the Implications for Competence Negotiation. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 18-25). Madison, WI: International Society of the Learning Sciences.
Abstract: To succeed, groups need skills to jointly regulate their shared task work. The current study examines variation in other-regulation, or efforts by one student to regulate their group's work. We consider the relationship of directive and facilitative forms of other- regulation with efforts to negotiate competence, given that directive other-regulators may raise doubts about relative ability. Three groups of four 7th grade students were observed while working on two collaborative activities during an inquiry-based science unit. Results suggest the nature and quality of facilitative and directive other-regulation varies, with directive regulators focused on controlling the task product in ways that excluded others' attempts to contribute. In response, teammates worked to renegotiate their positions of competence within the group to ensure their ideas were considered for integration. The focus on relative competence promoted by directive other-regulation may diminish a focus on group learning, given the social nature of joint activity.
Appears in Collections:CSCL 2013

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