New Frontiers: Regulating Learning in CSCL

By Sanna Järvelä, Allyson Fiona Hadwin. 2013

671 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a3d6a1335628225065fb3d3c1e684fd28ef1c952

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In Communication

In Developmental and Educational Psychology

In Education

Citations in the corpus

Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning (2014, methodology): “These issues become even more complex when dealing with socially-regulated learning, as recently exemplified by emerging conceptions of self-regulation, co-regulation, and sociallyshared regulation of learning (Hadwin et al. 2011; Järvelä and Hadwin 2013).”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, positive): “To date, there has been little research on socially shared regulation (Hadwin et al. 2011), although the recent research summarized by Järvelä and Hadwin (2013) on the use of technology to promote interactions and collective actions among students is promising.”
Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, methodology): “With regard to social modes of regulation during cooperative and collaborative learning, regulation terms usually have been differentiated into three different types (e.g., Grau & Whitebread, 2012; Hadwin & Oshige, 2011; J€arvel€a & Hadwin, 2013).”
Socially shared regulation of learning and participation in social interaction in collaborative learning (2017, background): “…align common perceptions of the collaborative learning process and take control of the task through shared and negotiated, iterative fine-tuning of cognitive, behavioral, motivational and emotional conditions (Hadwin, Järvelä, &Miller, 2016; Järvelä & Hadwin, 2013; Winne, Hadwin, & Perry, 2013).”
Sequential and temporal characteristics of self and socially regulated learning (2014, background): “The conceptualization of self and socially regulated learning (S-SRL) has recently received much attention (Greene and Azevedo 2010; Järvelä and Hadwin 2013).”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, background): “They have developed nStudy and gStudy, which are computer-supported learning environments in which the use of SRL is scaffolded while students’ activities are recorded for trace and log data (Winne et al., 2010; Winne and Hadwin, 2013).”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, background): “The conceptualization of self-regulated learning (SRL) has been profoundly articulated in recent special issues focused on the similarities and distinctions between SRL and related phenomena like self-regulation, metacognition, and motivation as well as the development of new environments and method”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “Conversely, social-level regulation can be complemented by individual regulation efforts (J€arvel€a & Hadwin, 2013).”
How Individual Self-Regulation Affects Group Regulation and Performance (2015, background): “As presented, Järvelä and Hadwin (2013) proposed a theoretical framework for three different types and three different levels of regulation that can occur while working as a group on a collaborative task.”