Socially-shared metacognition in peer learning?

By Tuike liskala, Marja Vauras, Erno Lehtinen. 2004

156 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fbeea46f5c4e89ddbf7a085125cccc588316607a

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Citations in the corpus

Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory (2011, background): “Such techniques afford opportunities to examine not only the frequency of interactions but also the ways in which idea units travel among group members to result in co-constructed representations (cf. Iiskala et al., 2004).”
Socially Shared Regulation of Learning: A Review (2015, methodology): “The first mentioned feature of SSRL, the use of joint cognitive and metacognitive regulatory strategies, can be found in one of the earliest works in the field, Iiskala et al. (2004). They found evidence on how high-achieving dyads regulated their joint cognitive constructions by shared monitoring o”
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, methodology): “2 Identify and analyse episodes indicating a self-, co- or shared focus of the regulation processes Utilising a coding scheme derived from operational definitions used by Iiskala et al. (2004, 2011) and Whitebread et al. (2009) Episodes Transcripts and video recordings (informed by field notes, stud”
Metacognition and Affect: What Can Metacognitive Experiences Tell Us about the Learning Process?. (2006, background): “They are part of the so called “executive processes” (Brown, 1987) or “metacognitive strategies” (Lompscher, 1994). They comprise activities such as orientation/monitoring the comprehension of task requirements, planning the steps to be taken for task processing, checking and regulating cognitive pr”
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, methodology): “For this reason, researchers of metacognition have increasingly begun to consider metacognition as a process which is both individual and social in nature (e.g., Efklides, 2008; Goos, Galbraith, & Renshaw, 2002; Hacker & Bol, 2004; Hogan, 2001; Iiskala et al., 2004; Jermann, 2004; Salonen, Vauras, &”
The development of two observational tools for assessing metacognition and self-regulated learning in young children (2009, methodology): “each of the sub-codes a further analysis was conducted of the ‘self’, ‘other’ or ‘shared’ focus of the behaviour, adopting the definitions developed by Iiskala et al. (2004). The operational definitions of these focuses are reported in Table 1.”
Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning (2007, methodology): “Further, for each of the categories, an additional analysis was conducted of the self, other, or shared focus of the behavior, adopting the definitions developed by Iiskala et al. (2004).”