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A preliminary study on socially shared regulation during online collaborative mathematics learning

Successful online collaboration demands coordination among all the group members. This can be achieved through socially shared regulation of learning. Most studies deal with social shared regulation focusing on collective individual regulations during collaboration and absence of one of these proces...

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Main Authors: A. Shukor, Nurbiha, Abu, Mohd. Salleh, Ahmad, Norazlina
Format: Conference or Workshop Item
Published: 2015
Subjects:
LB Theory and practice of education
Online Access:http://eprints.utm.my/id/eprint/63277/
http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=7395550
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spelling my.utm.632772017-07-31T06:07:09Z http://eprints.utm.my/id/eprint/63277/ A preliminary study on socially shared regulation during online collaborative mathematics learning A. Shukor, Nurbiha Abu, Mohd. Salleh Ahmad, Norazlina LB Theory and practice of education Successful online collaboration demands coordination among all the group members. This can be achieved through socially shared regulation of learning. Most studies deal with social shared regulation focusing on collective individual regulations during collaboration and absence of one of these processes would affect mathematical problem solving during collaborative learning. This study contributes to the emerging research on social shared regulation in collaborative learning where collaborative groups are analyzed as the unit of analysis. Participants include 21 students who are learning mathematics at a vocational training institution in an online collaborative learning setting. Students’ discussion scripts were collected and analyzed to identify the group strategies to regulate learning during solving Mathematics problem based on a coding scheme. Preliminary findings indicated that content-monitoring, contentevaluation and task-planning were the most frequent applied regulation strategies during online collaborative learning. Online collaborative learning results in socially shared regulation in groups however co-occurrence of self-, co- and shared regulation in online collaborative learning varies in relation to the type of regulation strategies implemented by the group. Future study should investigate on the ways to encourage all forms of regulation to co-occur during online collaborative learning. Also, investigation on the quality of socially shared regulation (based on acquisition of mathematical knowledge and content of discussion) during online collaborative learning in relation to group learning performances should be carried out. 2015 Conference or Workshop Item PeerReviewed A. Shukor, Nurbiha and Abu, Mohd. Salleh and Ahmad, Norazlina (2015) A preliminary study on socially shared regulation during online collaborative mathematics learning. In: IEEE Conference on E-Learning, E-Management and E-Services, 24-26 Aug, 2015, Melaka, Malaysia. http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=7395550
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
A. Shukor, Nurbiha
Abu, Mohd. Salleh
Ahmad, Norazlina
A preliminary study on socially shared regulation during online collaborative mathematics learning
description Successful online collaboration demands coordination among all the group members. This can be achieved through socially shared regulation of learning. Most studies deal with social shared regulation focusing on collective individual regulations during collaboration and absence of one of these processes would affect mathematical problem solving during collaborative learning. This study contributes to the emerging research on social shared regulation in collaborative learning where collaborative groups are analyzed as the unit of analysis. Participants include 21 students who are learning mathematics at a vocational training institution in an online collaborative learning setting. Students’ discussion scripts were collected and analyzed to identify the group strategies to regulate learning during solving Mathematics problem based on a coding scheme. Preliminary findings indicated that content-monitoring, contentevaluation and task-planning were the most frequent applied regulation strategies during online collaborative learning. Online collaborative learning results in socially shared regulation in groups however co-occurrence of self-, co- and shared regulation in online collaborative learning varies in relation to the type of regulation strategies implemented by the group. Future study should investigate on the ways to encourage all forms of regulation to co-occur during online collaborative learning. Also, investigation on the quality of socially shared regulation (based on acquisition of mathematical knowledge and content of discussion) during online collaborative learning in relation to group learning performances should be carried out.
format Conference or Workshop Item
author A. Shukor, Nurbiha
Abu, Mohd. Salleh
Ahmad, Norazlina
author_facet A. Shukor, Nurbiha
Abu, Mohd. Salleh
Ahmad, Norazlina
author_sort A. Shukor, Nurbiha
title A preliminary study on socially shared regulation during online collaborative mathematics learning
title_short A preliminary study on socially shared regulation during online collaborative mathematics learning
title_full A preliminary study on socially shared regulation during online collaborative mathematics learning
title_fullStr A preliminary study on socially shared regulation during online collaborative mathematics learning
title_full_unstemmed A preliminary study on socially shared regulation during online collaborative mathematics learning
title_sort preliminary study on socially shared regulation during online collaborative mathematics learning
publishDate 2015
url http://eprints.utm.my/id/eprint/63277/
http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=7395550
_version_ 1643655671701307392
score 13.211869

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