High-Level Co-Regulation in Collaborative Learning: How Does It Emerge and How Is It Sustained?.

By Simone E. Volet, Mark A. C. Summers, Joanne Thurman. 2009

496 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1da90edc7e98731ee8ae773b117672521931ceea

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Sequential and temporal characteristics of self and socially regulated learning (2014, background): “…learning where learner’s regulatory activities are supported or constrained with others (co-regulation) or when individuals negotiate shared task perceptions, goals and strategies (socially shared regulation) (Hadwin et al. 2011; Iiskala et al. 2011; Molenaar et al. 2010; Volet et al. 2009).”
How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach (2014, background): “Control, on the other hand, involves use of learned strategies acquired through instruction and social interaction processes, as well as application of metacognitive skills in social interaction or collaborative contexts (Volet et al., 2009).”
Working on Understanding During Collaborative Online Reading (2012, background): “Volet, Summers, and Thurman (2009) argue that when reading concentrates on gathering facts from the text, it may not produce more than raw material from which knowledge may be constructed.”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “On the other hand, it originated from a need to study how regulation processes are formed in social learning situations, and how socially shared processes and individual self-regulation are interrelated (Järvelä et al., 2010; Volet et al., 2009b).”
Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes (2011, background): “Drawing on these two dimensions, Volet, Summers, and Thurman (2009) identified the highest quality social regulation as characterized by use of both shared regulation and deep-level content processing.”
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, methodology): “For example, in one Australian study of university students’ collaborative problem-solving activities, Volet, Summers, and Thurman (2009) investigated students’ collaborative problem-solving activities and identified certain features of interactions (e.g. question-asking, tentativeness, background…”
Socially shared regulation of learning and participation in social interaction in collaborative learning (2017, background): “Early evidence comes from Volet et al. (2009b), who found that equal participation in interaction enhanced higher quality regulation of cognition.”
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks (2013, background): “Volet et al. (2009b) have argued that within each SRL area there are differences in the quality of students’ regulatory processes.”
Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “…the focus is on interpersonal systems with flexible shifting of agency (e.g., Vauras, Salonen, Lehtinen & Kinnunen, 2009), cognitive-interactional synthesis (Greeno, 2006; Volet et al., 2009) or continual coconstruction and negotiation of meaning (Nolen & Ward, 2008), may lead in this direction.”