Task Regulation and Communication of High- and -Low- performing Groups during the Execution of Collaborative Tasks
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Published
Jul 1, 2024
Main Article Content
Hedilberto Granados-López
https://orcid.org/0000-0003-3200-2847
Diego Andrés Álvarez Polo
https://orcid.org/0009-0005-0320-9971
https://orcid.org/0000-0003-3200-2847
Diego Andrés Álvarez Polo
https://orcid.org/0009-0005-0320-9971
Abstract
Objective: This paper reports the findings of a regulation task and communication during the development and execution of collaborative tasks in both high- and low-performing groups. Methodology: A qualitative and interpretative approach with a multiple-case study design was employed (Yin, 2006). The study examined interaction episodes related to the social regulation of tasks and communication captured in video recordings. The study involved the participation of first-semester students pursuing
an online master’s degree in education in the city of Manizales, Colombia (n= 15). Participants were organized into five spontaneously formed groups. Results: Findings revealed differences in both task regulation and communication. This promoted an understanding of the group dynamics concerning task regulation and communication and their influence on academic success. Conclusions: High-performing groups
demonstrated task regulation and communication features, offering insights into academic success and the development of genuinely collaborative tasks.
How to Cite
Granados-López, H., & Álvarez Polo, D. A. (2024). Task Regulation and Communication of High- and -Low- performing Groups during the Execution of Collaborative Tasks. ÁNFORA, 31(57), 173–196. https://doi.org/10.30854/anf.v31.n57.2024.1082
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Keywords
collaborative learning, task regulation, communication regulation , (UNESCO Thesaurus of Educational Psychology).
References
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Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes. Cognition and Instruction, 29(4), 375-415. https://www.tandfonline.com/doi/abs/10.1080/07370008.2011.607930
Rogat, T. K., & Adams-Wiggins, K. R. (2014). Other-Regulation in Collaborative Groups: Implications for Regulation Quality. Instructional Science: An International Journal of the Learning Sciences, 42(6), 879-904. https://doi.org/10.1007/s11251-014-9322-9
Sobonciski, M., Järvelä, S., Malmberg, J., & Muhterem, D. (2021). How Does Monitoring Set the Stage for Adaptative Regulation or Maladaptive Behavior in Collaborative Learning? Metacognition and learning, 15,99–127. https://doi.org/10.1007/s11409-020-09224-w
Volet, S., Vauras, M., & Salonen, P. (2009). Self- and Social Regulation in Learning Contexts: An Integrative Perspective. Educational Psychologist, 44(4), 215-226. https://www.tandfonline.com/doi/abs/10.1080/00461520903213584
Winne, P. H., & Hadwin, A. F. (1998). Studying as Self-Regulated Learning. In D.J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 277–304). Lawrence Erlbaum Associates Publishers.
Yin, R. K. (2006). Case Study Methods. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp.111–122). Lawrence Erlbaum Associates Publishers.
Yin, R.K. (1989). Case Study Research: Desing and Methods, Applied Social Research Methods Series. Sage. Zheng, L, & Huang, R. (2016). The Effects of Sentiments and Co-Regulation on Group Performance in Computer Supported Collaborative Learning. Internet and Higher Education, 28(1), 59-67. https://doi.org/10.1016/j.iheduc.2015.10.001
Zimmerman, B.J. (2000). Attaining Self-Regulation. A Social Cognitive Perspective. En M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press.
Baker, M. J., Bernard, F.-X., & Dumez-Féroc, I. (2012). Integrating Computer- Supported Collaborative Learning into the Classroom: The Anatomy of a Failure. Journal of Computer Assisted Learning, 28(2), 161-176. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2011.00435.x
Erickson, F. (1986). Qualitative Methods in Research on Teaching. Inn M. Wittrockk (Ed) Handbook of Research on Teaching. 3rd ed (pp. 119-161). MacMillan.
Hadwin, A.F, Järvelä, S., & Miller, M. (2017). Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments. In D. Schunk, & J. Greene, (Eds.). Handbook of Self- Regulation of Learning and Performance (2nd Ed.) (pp. 83-106). Routledge.
Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially Shared Regulation of Learning and Participation in Social Interaction in Collaborative Learning. International journal of educational research, 81(2), 11-24. https://www.sciencedirect.com/science/article/abs/pii/S0883035516305298.
Janssen, J., Erkens, G., Kirschner, P., & Kanselaar, G. (2012). Task-Related and Social Regulation During Online Collaborative Learning. Metacognition and Learning, 7(1), 25–43.
https://link.springer.com/article/10.1007/s11409-010-9061-5
Järvenoja, H, Volet, S., & Järvelä, S. (2011). Regulation of Emotions in SociallyChallenging Learning Situations: An Instrument to Measure the Adaptative and Social Nature of the Regulations Process. Educational Psychology, 33(1),
31-58. https://www.tandfonline.com/doi/abs/10.1080/01443410.2012.742334
Järvelä, S., & Hadwin, A. H. (2013). New Frontiers: Regulating Learning in CSCL. Educational Psychologist, 48(1), 25-39. https://www.tandfonline.com/doi/abs/10.1080/00461520.2012.748006
Järvenoja, H., Volet, S., & Järvelä, S. (2013). Regulation of Emotions in Socially Challenging Learning Situations: An Instrument to Measure the Adaptative and Social Nature of the Regulations Process. Educational Psychology, 33(1),
31-58. https://eric.ed.gov/?id=EJ996582
Koivuniemi, M., Järvenoja, H., & Järvelä, S. (2018). Teacher Education Students' Strategic Activities in Challenging Collaborative Learning Situations. Learning, Culture and Social Interaction, 19, 109–123. https://doi.org/10.1016/j.lcsi.2018.05.002
Liskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially Shared Metacognition of Dyads of Pupils in Collaborative Mathematical Problem-Solving Processes. Learning and Instruction, 21(3), 379-393. https://www.sciencedirect.com/science/article/abs/pii/S0959475210000435
Mayring, P. (2014). Qualitative Content Analysis: Theoretical Foundation, Basic Procedures and Software Solution. Klagenfurt. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-395173
McCaslin, M., & Murdock, T.B. (1991). The Emergent Interaction of Home and School in the Development of Students adaptive learning. In M. L. Maehr y P. R. Pintrich (Eds.), Advances in motivation and achievement (pp. 227-252). AI Press.
McCaslin, M., & Hickey, D. T. (2001). Educational Psychology, Social Constructivism, and Educational Practice: A Case of Emergent Identity. Educational Psychologist, 36(2), 133-140. https://psycnet.apa.org/record/2001-17746-008
Panadero, E., Kirschner, P., Järvelä, S., & Järvenoja, H. (2015). How Individual Self-Regulation Afects Group Regulation and Performance: A Shared Regulation Intervention. Small Group Research. 46(4), 431-454. https://doi.org/10.1177/1046496415591219
Panadero, E., & Järvelä, S. (2015). Socially Shared Regulation of Learning: A Review. European psychologist, 20(3), 190–203. https://doi.org/10.1027/1016-9040/a000226
Perera, D., Kay, J. Koprinska, I. Yacef, K., & Zaïane, O. R. (2009). Clustering and Sequential Pattern Mining of Online Collaborative Learning Data. IEEE Transactions on Knowledge and Data Engineering, 21(6), 759-772. https://ieeexplore.ieee.org/document/4564464
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press.
Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes. Cognition and Instruction, 29(4), 375-415. https://www.tandfonline.com/doi/abs/10.1080/07370008.2011.607930
Rogat, T. K., & Adams-Wiggins, K. R. (2014). Other-Regulation in Collaborative Groups: Implications for Regulation Quality. Instructional Science: An International Journal of the Learning Sciences, 42(6), 879-904. https://doi.org/10.1007/s11251-014-9322-9
Sobonciski, M., Järvelä, S., Malmberg, J., & Muhterem, D. (2021). How Does Monitoring Set the Stage for Adaptative Regulation or Maladaptive Behavior in Collaborative Learning? Metacognition and learning, 15,99–127. https://doi.org/10.1007/s11409-020-09224-w
Volet, S., Vauras, M., & Salonen, P. (2009). Self- and Social Regulation in Learning Contexts: An Integrative Perspective. Educational Psychologist, 44(4), 215-226. https://www.tandfonline.com/doi/abs/10.1080/00461520903213584
Winne, P. H., & Hadwin, A. F. (1998). Studying as Self-Regulated Learning. In D.J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 277–304). Lawrence Erlbaum Associates Publishers.
Yin, R. K. (2006). Case Study Methods. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp.111–122). Lawrence Erlbaum Associates Publishers.
Yin, R.K. (1989). Case Study Research: Desing and Methods, Applied Social Research Methods Series. Sage. Zheng, L, & Huang, R. (2016). The Effects of Sentiments and Co-Regulation on Group Performance in Computer Supported Collaborative Learning. Internet and Higher Education, 28(1), 59-67. https://doi.org/10.1016/j.iheduc.2015.10.001
Zimmerman, B.J. (2000). Attaining Self-Regulation. A Social Cognitive Perspective. En M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press.
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