Proposal of Indicators to Evaluate Regulated Learning Strategies in a Cooperative Task: An Exploratory Study

By Ibis M. Alvarez, Maria Cerrato and Marta Fuentes.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Cooperation plays a key role in educating our citizens. However, evaluating it within the field of education is a difficult task. In this study, boundaries have been applied in order to evaluate the interpsychological mechanisms involved in cooperation. The framework combines “social regulation” and “construction of knowledge”, with attention to the regulatory function of socio-cultural dialogue as important dimensions in evaluating cooperation. In order to validate the proposal, an empirical and experimental pilot study is carried out setting up groups of three students with different attitudes when facing cooperative learning tasks. The discussion sequences of the five groups were categorised using the Atlas-ti and at an episodic level. The results show different strategies to regulate the behaviour during the cooperation, each of which seems to play a particular role with regards to managing knowledge and/or social interrelations (cognitive and social dimensions of regulation). The research contributes towards a methodological guide that enables us to identify and to evaluate interaction models that emerge in cooperative tasks and that explain the social regulation of learning, whilst simultaneously gaining more knowledge.

Keywords: Learning Regulation in Cooperative Task, Cooperative Learning Assessment

The International Journal of Learning, Volume 16, Issue 12, pp.341-354. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.289MB).

Dr. Ibis M. Alvarez

Professor, Department of Basic and Evolutive Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain

Dr. Ibis M. Alvarez is full professor at the Faculty of Psychology, Autonomous University of Barcelona and SINTE researcher [http://www.sinte.es]. She is interested in learning innovation and educational psychology.

Prof. Maria Cerrato

PhD student, Psychology Department, Ramon Llull University, Girona, Barcelona, Spain

Maria Cerrato is PhD student with a scholarship granted by the Catalan government at the Faculty of Psychology and Education, Ramon Llull University, Barcelona, and SINTE researcher [http://www.sinte.es]. Her PhD project is focused on writing processes and learning motivation.

Dr. Marta Fuentes

Dpt. Psicologia Bàsica, Evolutiva i de l’Educació, Autonomous University of Barcelona, Bacelona, Spain

Dr. Marta Fuentes is an associated professor at the Faculty of Psychology, Autonomous University of Barcelona and SINTE researcher [http://www.sinte.es]. At the moment she is collaborating in the Euro-CAT-CSCL project.

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