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ERIC Number: EJ1114042
Record Type: Journal
Publication Date: 2016
Pages: 38
Abstractor: As Provided
ISSN: ISSN-0737-0008
Toward the Development of Socio-Metacognitive Expertise: An Approach to Developing Collaborative Competence
Borge, Marcela; White, Barbara
Cognition and Instruction, v34 n4 p323-360 2016
We proposed and evaluated an instructional framework for increasing students' ability to understand and regulate collaborative interactions called Co-Regulated Collaborative Learning (CRCL). In this instantiation of CRCL, models of collaborative competence were articulated through a set of socio-metacognitive roles. Our population consisted of 28 students from one urban classroom taking part in an 11-week science unit. Our research questions focused on examining the extent to which students understood and used the roles as intended to regulate collaborative interactions to address group process problems. Mixed-methods analysis of collaborative work sessions determined that (a) students generally understood the language and purpose of the roles, (b) students frequently used and accepted the roles to monitor and regulate activity, and (c) students' ability to use the roles to monitor and regulate activity improved over time. This paper contributes to our understanding of socio-metacognition and trade-offs associated to its development in classroom settings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: REC0087583