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|Title:||Assessing Prerequisites and Processes of Self-, Co- and Shared Regulation during Collaborative Learning|
|Authors:||De Backer, Liesje|
Williams, Christopher A.
Van Keer, Hilde
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||De Backer, L., Kollar, I., Williams, C. A., Seufert, T., Weinberger, A., Melzner, N., Greisel, M., Dresel, M., Kielstra, J., Molenaar, I., Van Keer, H., Valcke, M., & Hämäläinen, R. (2018). Assessing Prerequisites and Processes of Self-, Co- and Shared Regulation during Collaborative Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.|
|Abstract:||To conceptualize regulation processes that may occur within groups, a differentiation between self-regulation (i.e., individual members regulate their own learning during collaboration), co-regulation (i.e., single learners regulate the learning of one or more of their learning partners), and shared regulation (i.e., the whole group regulates its learning) has been proposed. This symposium assembles four papers that offer various ways regarding the measurement of prerequisites and processes of such regulatory efforts during group learning. The presented methods range from Likert-scale self-report questionnaires over video case vignettes towards an analysis of real group processes by aid of logfiles and discourse coding schemes. These methods will be critically discussed, especially in terms of their transferability to studying collaborative learning in diverse educational contexts, both formal and informal. That way, the symposium will significantly expand previous methods for the assessment of self-, co- and shared regulation during collaborative learning.|
|Appears in Collections:||ICLS 2018|
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