Analyzing Socially Shared Regulation of Learning during Cooperative Learning and the Role of Equal Contribution: A Grounded Theory Approach

Autor/inn/en	Hogenkamp, Loes; van Dijk, Alieke M.; Eysink, Tessa H. S.
Titel	Analyzing Socially Shared Regulation of Learning during Cooperative Learning and the Role of Equal Contribution: A Grounded Theory Approach
Quelle	In: Education Sciences, 11 (2021), Artikel 512 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eysink, Tessa H. S.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Cooperative Learning; Student Participation; Group Dynamics; Elementary School Students; Grade 4; Grade 5; Grade 6; Foreign Countries; Science Instruction; Student Behavior; Metacognition; Cognitive Processes; Student Motivation; Planning; Problem Solving; Interaction; Evaluation; Netherlands + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppendynamik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Student behaviour; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Schulische Motivation; Ablaufplanung; Planungsprozess; Problemlösen; Interaktion; Evaluierung; Niederlande
Abstract	Although cooperative learning is an effective instructional method, it cannot be taken for granted that students will gain new knowledge when engaging in a cooperative activity. Even if cooperative learning is effectively designed, problems might arise regarding cognitive, behavioral and motivational aspects of learning. For students to gain knowledge, cognition, metacognition, behavior and motivation should be collectively regulated by the group, which is called the socially shared regulation of learning (SSRL). However, up until now, there has been no consensus about how SSRL is manifested during cooperative learning. This study investigated how SSRL is manifested during cooperative learning by means of a grounded theory approach. This was done to identify what is necessary for effective SSRL and what its consequences are. A theoretical model was built based on the data in order to portray these prerequisites and consequences of SSRL. This study also investigated whether equal participation fostered SSRL. In this study, participants were students from the fourth, fifth and sixth grades of elementary school, working together in groups of four (n = 104). The data indicated that SSRL is a rare process, the absence of which caused less structured collaboration in groups who were not prompted to participate equally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01