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ERIC Number: EJ998499
Record Type: Journal
Publication Date: 2013-Jan
Pages: 23
Abstractor: As Provided
Reference Count: 83
ISBN: N/A
ISSN: ISSN-0020-4277
Effective Self- and Co-Regulation in Collaborative Learning Groups: An Analysis of How Students Regulate Problem Solving of Authentic Interdisciplinary Tasks
DiDonato, Nicole C.
Instructional Science: An International Journal of the Learning Sciences, v41 n1 p25-47 Jan 2013
This study examined the use of collaborative interdisciplinary authentic tasks as a context in which learners develop and use self-regulated learning (SRL) processes. Participants included sixty-four students from a U.S. middle school whose residents are largely from low-income families. Students worked in groups to design and carry out an authentic, interdisciplinary project over a 9-week period. A Hierarchical Linear Modeling (HLM) analysis suggested that students' individual SRL increased over the course of the project and that co-regulated learning (CRL) moderated this relationship. Furthermore, one group was selected as an exemplar case to provide an explanation of how co-regulation occurred and influenced SRL in this collaborative group. Theoretical and practical implications of the research are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States