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Gotowe bibliografie tematyczne / Socially-shared regulation of learning (SSRL)

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Gotowa bibliografia na temat „Socially-shared regulation of learning (SSRL)”

Autor: Grafiati

Data publikacji: 12 października 2024

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Artykuły w czasopismach na temat "Socially-shared regulation of learning (SSRL)"

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Panadero, Ernesto, and Sanna Järvelä. "Socially Shared Regulation of Learning: A Review." European Psychologist 20, no. 3 (2015): 190–203. http://dx.doi.org/10.1027/1016-9040/a000226.

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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 character

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Ito, Takamichi, and Takatoyo Umemoto. "Socially Shared Regulation and Performance in Group Work on Creativity Tasks: Analyzing Regulation Utterances." Journal of Education and Learning 11, no. 4 (2022): 74. http://dx.doi.org/10.5539/jel.v11n4p74.

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This study examined socially shared regulation of learning (SSRL) and motivation processes in a collaborative learning task that required creativity using the ICT tool of mind mapping. Thirty university students formed three groups, collaborating face-to-face to generate creative ideas. The following results were obtained from qualitative and quantitative data using psychological scales and utterance analysis. In the middle phase of the collaborative activity, there was a significant weak-to-moderate positive correlation between socially shared regulation of cognition, self-regulation, co-regu

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Ito, Takamichi, and Takatoyo Umemoto. "Exploring Socially Shared Regulation Processes in Peer Tutoring: Focusing on the Functions of Tutor Utterances." Journal of Educational and Developmental Psychology 12, no. 1 (2021): 1. http://dx.doi.org/10.5539/jedp.v12n1p1.

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This study quantitatively and qualitatively examined socially shared regulation processes in peer tutoring. Participants were 22 teacher-candidate university students assigned to 11 peer-tutoring pairs. Peer tutoring included two sessions, in which one student was the tutor and another the tutee. Participants completed a socially shared regulation of learning (SSRL) scale before peer tutoring and an academic engagement measurement afterward. Moreover, peer tutoring sessions were videotaped. Students were divided into two groups, based on high and low SSRL scores, and verbal protocols were anal

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Hogenkamp, Loes, Alieke M. van Dijk, and Tessa H. S. Eysink. "Analyzing Socially Shared Regulation of Learning during Cooperative Learning and the Role of Equal Contribution: A Grounded Theory Approach." Education Sciences 11, no. 9 (2021): 512. http://dx.doi.org/10.3390/educsci11090512.

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Although cooperative learning is an effective instructional method, it cannot be taken for granted that students will gain new knowledge when engaging in a cooperative activity. Even if cooperative learning is effectively designed, problems might arise regarding cognitive, behavioral and motivational aspects of learning. For students to gain knowledge, cognition, metacognition, behavior and motivation should be collectively regulated by the group, which is called the socially shared regulation of learning (SSRL). However, up until now, there has been no consensus about how SSRL is manifested d

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Akinyi, Grace Leah, Robert Oboko, and Lawrence Muchemi. "Learning Analytics Intervention Using Prompts and Feedback for Measurement of e-Learners’ Socially-Shared Regulated Learning." Electronic Journal of e-Learning 22, no. 5 (2024): 103–16. http://dx.doi.org/10.34190/ejel.22.5.3253.

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The future of university learning in Sub-Saharan Africa has become increasingly digitally transformed by both e-Learning, and learning analytics, post-COVID-19 pandemic. Learning analytics intervention is critical for effective support of socially-shared regulated learning skills, which are crucial for twenty-first-century e-Learners. Socially-shared regulation is the major determinant of successful collaborative e-learning. However, most e-learners lack such skills thereby facing socio-cognitive challenges, due to the unavailability of intelligent support during learning. This research aims t

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Jo, Hyeon-ah, Jeong-min Kong, Jae-hong Joo, and Yoonhee Shin. "A Study on the Visualization Tool Supporting Socially Shared Regulated Learning and Learning Performance in Computer Supported Collaborative Learning." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (2022): 367–92. http://dx.doi.org/10.22251/jlcci.2022.22.11.367.

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Objectives The purpose of our study is to examine the effect of socially shared regulated learning on the team collaborative learning process and outcomes of adult learners through the tool that supports socially shared regulated learning in the CSCL environments. Methods In study 1, we used design principle of SSRL(Socially-Shared Regulated Learning) and 3C framework to analyze the characteristics of visualization tools that support SSRL in the CSCL environments. In addition, In study 2, we examined the relationship between the tool supporting socially shared regulated learning and the

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Malmberg, Jonna, Sanna Järvelä, Hanna Järvenoja, and Ernesto Panadero. "Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups." Computers in Human Behavior 52 (November 2015): 562–72. http://dx.doi.org/10.1016/j.chb.2015.03.082.

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Järvelä, Sanna, Hanna Järvenoja, and Jonna Malmberg. "Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning." International Journal of Computer-Supported Collaborative Learning 14, no. 4 (2019): 425–41. http://dx.doi.org/10.1007/s11412-019-09313-2.

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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

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Järvelä, Sanna, Hanna Järvenoja, Jonna Malmberg, and Allyson F. Hadwin. "Exploring Socially Shared Regulation in the Context of Collaboration." Journal of Cognitive Education and Psychology 12, no. 3 (2013): 267–86. http://dx.doi.org/10.1891/1945-8959.12.3.267.

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Socially shared regulation of learning refers to processes by which group members regulate their collective activity. Successful individuals regulate their motivational, cognitive, and metacognitive engagement. Our hypothesis is that successful groups also share in regulating group processes. Following our earlier conceptual and empirical work on the social aspect of motivating and regulating learning (Hadwin & Järvelä, 2011; Järvenoja & Järvelä, 2009; Järvelä, Volet, & Järvenoja, 2010), our research questions are as follows: (a) What challenges do individuals and groups report exp

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Fosua Gyasi, Juliana, and Lanqin Zheng. "Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning." SAGE Open 13, no. 1 (2023): 215824402211486. http://dx.doi.org/10.1177/21582440221148625.

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Cross-cultural collaborative learning has been paid more and more attention in recent years. To promote productive cross-cultural collaborative learning, idea generation and improvement, and socially shared regulation is crucial. The study aimed to identify the differences in idea generation and improvement as well as socially shared regulation between high- and low-performance groups in cross-cultural online collaborative learning. In this study, 24 culturally diverse university students composed of eight groups conducted cross-cultural online collaborative learning to solve problems collabor

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Rozprawy doktorskie na temat "Socially-shared regulation of learning (SSRL)"

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Vega, Ruby Inez. "The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323421.

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Interaction analyses of challenge episodes were used to investigate the role of student coping behavior in their socially shared regulation of learning (SSRL) and emotion during small group activities. Two groups each of third grade and fifth grade students were audio-recorded as they completed three fraction activities during their math class. Initial analysis of group recordings using the Group Behavior Checklist observation system identified points in the group activity were students struggled to complete the task. Next, analyses of group member interactions were completed to (a) determine

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Järvenoja, H. (Hanna). "Socially shared regulation of motivation and emotions in collaborative learning." Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263309.

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Abstract This study focuses on motivation and emotions in collaborative learning. The aim is to investigate the kinds of socio-emotional challenges learners experience during learning processes, and to examine how motivation and emotions are regulated during challenging situations, in order to develop appropriate methods of identifying socially shared regulation of emotions from situated, real life data. The study includes the development and implementation of an instrument that collects data regarding learners’ situation-specific interpretations of their socio-emotional experiences, as well a

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Clayton, Bernard Rebecca. "Autorégulation, co-régulation et régulation partagée des apprentissages en cours de langue à l’oral : les processus de régulation favorisés par l'évaluation formative par les pairs." Electronic Thesis or Diss., Brest, 2024. http://www.theses.fr/2024BRES0029.

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Dans l’enseignement supérieur en France, les étudiants suivent des cours de langue anglaise par obligation et non par choix, souvent dans des dispositifs de formation numérique les incitant à travailler en autonomie. Du point de vue de la recherche en psychologie de l’éducation, ces dispositifs impliqueraient que les étudiants soient capables de se prendre en charge de façon autorégulée. Or, l’évaluation formative par les pairs favoriserait les apprentissages autorégulés, mais les effets de ces dispositifs restent à ce jour peu explorés pour des tâches orales en cours de langue. Cette thèse mo

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Näykki, P. (Piia). "Affective and effective collaborative learning:process-oriented design studies in a teacher education context." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206882.

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Abstract This study explores the socio-cognitive and socio-emotional activities of teacher education students in collaborative learning, how the students interpret their activities and how the activities influence collaborative learning. The study consists of two empirical studies, which are reported in four articles. The first study focuses on knowledge co-construction in face-to-face interactions enhanced with cognitive tools and pictorial knowledge representations. The second study explores groups’ monitoring activities in collaborative interaction, along with challenges and socio-emotional

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Miller, Mariel Fleur Wade. "Leveraging CSCL technology to support and research shared task perceptions in socially shared regulation of learning." Thesis, 2015. http://hdl.handle.net/1828/6582.

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Collaboration is a vital skill in today’s knowledge economy. Regrettably, many learners lack the regulatory skills required for complex collaborative tasks. In particular, groups struggle to construct shared task perceptions of collaborative tasks on which to launch engagement. Thus, the purpose of this dissertation was to examine how computer supported collaborative learning (CSCL) tools can be leveraged to support shared task perceptions for regulating collaboration. Because investigating this process brings forth a wide array of methodological challenges, a second purpose of this dissertati

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Bakhtiar, Aishah. "Regulating self, others’ and group motivation in online collaboration." Thesis, 2019. http://hdl.handle.net/1828/11354.

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Collaboration is a sought-after competency in the 21st-century knowledge economy in which the value of collective ideas and innovations are emphasized. Educational institutions have a role to play in preparing graduates to work well in collaborative teams. However, collaborating with peers is often received with mixed feelings. Students raise concerns about group members’ motivation and engagement, in anticipation of unsatisfactory social and learning outcomes. Facing motivation challenges in collaboration is a common occurrence, but limited research examines how students working in groups man

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Części książek na temat "Socially-shared regulation of learning (SSRL)"

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Zheng, Lanqin. "Analysis of Socially Shared Regulation in CSCL." In Knowledge Building and Regulation in Computer-Supported Collaborative Learning. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1972-2_5.

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Vauras, Marja, Simone Volet, and Tuike Iiskala. "Socially-Shared Metacognitive Regulation in Collaborative Science Learning." In Trends and Prospects in Metacognition Research across the Life Span. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-51673-4_5.

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Zheng, Lanqin. "A Socially Shared Regulation Approach to Improving Group Cohesion, Collective Efficacy, and Regulation Skills in CSCL." In Knowledge Building and Regulation in Computer-Supported Collaborative Learning. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1972-2_6.

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"Understanding Quality Variation in Socially Shared Regulation: A Focus on Methodology." In Interpersonal Regulation of Learning and Motivation. Routledge, 2013. http://dx.doi.org/10.4324/9780203117736-12.

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Binali, Theerapong, and Yossiri Yossatorn. "Self- and Socially-Shared Metacognitive Regulation and Engagement in Online Collaborative Discussions." In Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-7813-4.ch011.

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The purpose of this study was twofold. First, the study developed two survey instruments that measured students' metacognitive practice and social and emotional engagement in online collaborative discussions. Both instruments were developed by modifying from existing scales and empirical studies. An exploratory factor analysis (EFA) was employed to extract the underlying factors revealed by both instruments. The results of the study demonstrated that metacognitive practice in online collaborative discussions (MP-OCD) could be separated into four factors, while social and emotional engagement in online collaborative discussions (SEE-OCD) could be extracted into two factors. Second, the study used validated survey instruments to characterize college students' online collaborative discussion profiles. The results showed that four clusters of online collaborative discussion profiles were identified. This study has significant implications for educators who wish to improve students' metacognitive regulation and social and emotional engagement in online collaborative discussions.

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Spencer, Dan, Margareta M. Thomson, and Jason P. Jones. "Socially Shared Metacognition Among Undergraduate Students During an Online Geology Course." In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5085-3.ch019.

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The ability to collaborate successfully with others is a highly valued skill in the modern workplace and has been reflected in the increase of collaborative learning methods within education. Research has highlighted the crucial role of self-regulation in successful collaboration, and more recently begun to focus on understanding how groups jointly regulate their interactions. The current chapter outlines a mixed-methods study that compared the impact of individual- and group-centered prompts on the frequency of social metacognitive activities during online group review activities with college students (N=48) from the USA. Tentative study findings suggested that group-centered problematizing prompts were moderately successful in shifting groups towards more social forms of regulation such as co-regulation; however, they were not enough to move groups towards shared metacognitive regulation. Further results revealed how the quality of group engagement was influenced by participants' perceived value towards activities, function and focus of metacognitive episodes, and group dynamics.

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Streszczenia konferencji na temat "Socially-shared regulation of learning (SSRL)"

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Lian, Shiqiang, Mengxi Yang, Qin Fang, Yuxin Ding, Zhicheng Dai, and Xian Peng. "Enhancing Socially Shared Regulation and Equalized Discussions in Computer-Supported Collaborative Learning: A Role Scripts Approach." In 2024 International Symposium on Educational Technology (ISET). IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00055.

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Çelik, Abdullah. "Socially Shared Regulation of Design Learning: “Study Dating” amongst Design Students." In LearnXDesign 2023. Design Research Society, 2023. http://dx.doi.org/10.21606/drslxd.2023.081.

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Çelik, Abdullah. "Socially Shared Regulation of Design Learning: “Study Dating” amongst Design Students." In LearnXDesign 2023. Design Research Society, 2023. http://dx.doi.org/10.21606/drslxd2024.081.

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Çelik, Abdullah. "Socially Shared Regulation of Design Learning: “Study Dating” amongst Design Students." In LearnXDesign 2023. Design Research Society, 2023. http://dx.doi.org/10.21606/drslxd.2024.081.

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Zheng, Lanqin, and Junhui Yu. "The Empirical Study on Self-Regulation, Co-Regulation, and Socially Shared Regulation in Computer-Supported Collaborative Learning." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.37.

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Villa-Torrano, Cristina, Rosanna Vitiello, Jiaxin Shi, et al. "Towards Visible Socially-Shared Regulation of Learning: Exploring the Role of Learning Design." In 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/cscl2023.791972.

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Shukor, Nurbiha A., Mohd Salleh Abu, and Norazlina Ahmad. "A preliminary study on socially shared regulation during online collaborative mathematics learning." In 2015 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2015. http://dx.doi.org/10.1109/ic3e.2015.7403477.

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Silva, Leonardo S. "Investigating the Socially Shared Regulation of Learning in the Context of Programming Education." In ITiCSE '20: Innovation and Technology in Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3341525.3394003.

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Nanzhe, Li, and Nurbiha Shukor. "TransLaboration: An Online Collaborative Learning Environment with Socially Shared Regulation Prompts in Translation Classroom." In 16th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2024. http://dx.doi.org/10.5220/0012618200003693.

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Dang, Belle, Rosanna Vitiello, Andy Nguyen, Carolyn P. Rosé, and Sanna Järvelä. "How Do Students Deliberate for Socially Shared Regulation in Collaborative Learning? A Process-Oriented Approach." In 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/cscl2023.280974.

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