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Title: How Do Students Deliberate for Socially Shared Regulation in Collaborative Learning? A Process-Oriented Approach
Socially shared regulation (SSRL) has been recognized as a contributing factor to successful collaborative learning. In this paper, we adopted a process-oriented approach to examine how students deliberate for SSRL through different regulatory triggers in a collaborative learning context. More specifically, this study examines the relationship between different types of regulatory and deliberative characteristics of interactions and then explores their sequential patterns through cognitive and emotional triggers. The study involved ten triads of secondary students (N=30) working on a collaborative learning task. The process mining results showed that following regulatory triggers, groups switched to more metacognitive and socio-emotional interactions as they adopted control strategies, such as defining problems, establishing strategies, and providing social support. This study not only contributes to a better understanding of SSRL by exploring learners’ deliberative negotiation but also presents a novel fine-grain video analysis approach to examine SSRL in collaborative learning.  more » « less
Award ID(s):
2100401
PAR ID:
10437729
Author(s) / Creator(s):
; ; ; ;
Date Published:
Journal Name:
International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2023
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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