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Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition
ARTICLE

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Learning and Instruction Volume 22, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The purpose of the present research was to advance the development of knowledge regarding social aspects of self-regulated learning (SRL). The study had the objective of exploring the occurrence of self and social aspects of regulation during collaborative activities within regular primary science classes. Through a multiple case study approach, 8 children organised in two work groups were videotaped working in collaborative activities during one academic semester. The findings show a general increase of SRL activity within the groups during the semester, and positive relationships between focus of the activity and type of social regulation. The study sheds light on the advantages of combining analytical and holistic analysis when researching collaborative activities in the classroom. Implications for practice and future research are discussed.

Citation

Grau, V. & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401-412. Elsevier Ltd. Retrieved July 19, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2012.03.003

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