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Contemporary Perspective of Regulated Learning in Collaboration (Forms of…
Contemporary Perspective of Regulated Learning in Collaboration
21st Century Skills
Examples
problem-solving
decision-making
communication
21st century learner
Creative & Critical thinking
strategic use of ICT
Collaboration
COLLABORATION LEARNING
[Collaborative learning(
https://www.youtube.com/watch?v=ujfbSOQ-Iaw
)
[collaborative (
https://www.youtube.com/watch?v=pWybSdIDuRs
)
regulation modes are central to collaborative learning
Socially shared regulation of learning (SSRL)
group’s deliberate, strategic, and transactive planning, task enactment, reflection, and adaptation
Co-regulated learning (CoRL)
Co-regulation describes interactions between two or more peers that coordinate SRL processes
Providing opportunities for students to co-regulate learning may be particularly effective during instruction if it has the potential to enhance students’ self-regulation.
derived from Vygotsky’s (1962) concept of internalization.
shift groups toward more productive shared regulation
generates affordances and constraints that shape potential for shared regulation
involves group members developing awareness of each other’s goals and beliefs
can be supported by tools and technologies, such as a digital reminder to check the time, or a goal-setting scaffold embedded in a learning system
Regulation modes
Self-Regulated Learning (SRL)
Self-regulated learning is a cyclical process, wherein the student plans for a task, monitors their performance, and then reflects on the outcome.
The cycle then repeats as the student uses the reflection to adjust and prepare for the next task. The process is not one-size-fits-all; it should be tailored for individual students and for specific learning tasks (Zimmerman, 2002).
emphasized the individual
Cognitive-Constructive Aspects
Cognition
Behaviour
Motivation
stressed the importance of students taking charge of their own learning
Iterative
and
Recursive
process
https://www.youtube.com/watch?v=8wfBYm964BU
Adaptive Learning Strategies
computer-based and/or online educational system that modifies the presentation of material in response to student performance
Forms of Regulations
Learning is more than metacognitive control or executive functioning
Regulation (SRL, CoRL, and SSRL) arises because human beings exercise agency in striving toward goals as part of learning and collaboration
Regulation develops over time and across tasks
Regulation is situated in personal history
Intent or purposeful action in response to situations such as challenges
regulation emerges when learners engage with real learning activities and situations that have personal meaning and create opportunities for them to connect past knowledge and experiences to the situation at hand
Why Regulation of Learning Is Relevant to Learning Sciences
METACOGNITION
METACOGNITION
Component of METACOGNITION
Metacognitive knowledge
Use of strategies
Evaluation of learning materials
Self evaluation
Planning and management practice
