Dissecting sequences of regulation and cognition: statistical discourse analysis of primary school children’s collaborative learning

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Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “…Rogat, & Koskey, 2011), metacognition in interaction as socially shared (Iiskala, Volet, Lehtinen, & Vauras, 2015; Khosa & Volet, 2014; Molenaar & Chiu, 2014), and a view of the processes and types of regulated learning as critical for the success of collaborative learning (Hadwin et…”
Issues in researching self-regulated learning as patterns of events (2014, background): “Molenaar and Chiu (2014) comment that “current models of cognitive and regulative activities are too general to specify how their micro-level relations support effective collaborative learning”.”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, methodology): “Furthermore, the social interaction must be studied in relation to a context, as evolving over time, and as dynamically emerging and dissolving depending on the unique combination of characteristics in a situation (Molenaar & Chiu, 2014).”