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What is Socially Shared Regulation of Learning

Chapter 11
Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education
The ability to engage in collaborative processes in which individuals collectively and actively manage and regulate their own learning experiences within a collaborative learning context. Such processes emphasize interactions, communication, and mutual support among learners.
Published in Chapter:
Self- and Socially-Shared Metacognitive Regulation and Engagement in Online Collaborative Discussions: Constructs and Students' Characteristics
Theerapong Binali (National Taiwan Normal University, Taiwan) and Yossiri Yossatorn (Navamindradhiraj University, Thailand)
Copyright: © 2024 |Pages: 23
DOI: 10.4018/978-1-6684-7813-4.ch011
Abstract
The purpose of this study was twofold. First, the study developed two survey instruments that measured students' metacognitive practice and social and emotional engagement in online collaborative discussions. Both instruments were developed by modifying from existing scales and empirical studies. An exploratory factor analysis (EFA) was employed to extract the underlying factors revealed by both instruments. The results of the study demonstrated that metacognitive practice in online collaborative discussions (MP-OCD) could be separated into four factors, while social and emotional engagement in online collaborative discussions (SEE-OCD) could be extracted into two factors. Second, the study used validated survey instruments to characterize college students' online collaborative discussion profiles. The results showed that four clusters of online collaborative discussion profiles were identified. This study has significant implications for educators who wish to improve students' metacognitive regulation and social and emotional engagement in online collaborative discussions.
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