The importance of shared regulation processes in CSCL; theoretical and empirical features for study
DOI:
https://doi.org/10.35362/rie70171Keywords:
aprendizaje colaborativo mediado por ordenador; regulación social del aprendizaje; regulación compartida; construcción compartida del conocimiento., aprendizaje colaborativo mediado por ordenador, regulación social del aprendizaje, regulación compartida, construcción compartida del conocimiento.Abstract
Recent literature on the field of Computer-Supported Collaborative Learning (CSCL) emphasizes that an effective collaborative process is associated with the ability of students to regulate their own actions. The notion of shared regulation extends its conception of learning beyond cognitive processes and outcomes; regulation involves different components associated with the group’s activity and functioning (processes associated with the task structure, the participation, and motivational aspects). In this paper we propose a set of features that characterize theoretically and empirically shared regulation processes as an emerging field in CSCL. Such proposal arises from the literature review, where the diversity of theoretical frameworks and terms associated with the regulation of learning and the different types of social regulation in collaborative learning are highlighted; also shared regulation and shared knowledge construction are distinguished from the broader context of the collaborative learning process.
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