Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/328
Title: A Qualitative Exploration of Self- and Socially Shared Regulation in Online Collaborative Learning
Authors: Hensley, Lauren
Cutshall, Jessica
Law, Victor
Xie, Kui
Lu, Lin
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Hensley, L., Cutshall, J., Law, V., Xie, K., & Lu, L. (2016). A Qualitative Exploration of Self- and Socially Shared Regulation in Online Collaborative Learning In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: This qualitative study explored how groups with high or low self-regulation regulated their collaborative behaviors. We used purposeful sampling to select two groups of students in an online course with the highest and lowest mean self-regulation scores, based on survey data. We inductively analyzed online discussion posts and identified three themes that described the groups’ processes for externalizing and internalizing understanding: level of engagement with content, approach to seeking and providing help, and openness to disagreement and problem-solving. The group with the highest mean self-regulation scores elaborated upon course concepts, helped one another understand and apply ideas, and integrated viewpoints to carry out course activities. The group with the lowest scores wrote about surface-level features, exchanged help in a brief and depersonalized manner, and moved quickly to consensus without evaluating alternative perspectives. These patterns illustrated marked differences in the development of socially shared regulation. \
URI: https://repository.isls.org/handle/1/328
https://doi.dx.org/10.22318/icls2016.121
Appears in Collections:ICLS 2016

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