Abstract
Learning to monitor and regulate one’s learning in an academic setting is a task that all students must engage in. Learning in “group” situations requires both self- and co-regulation. This research examines a case study of a small group of medical student interactions during an on-line problem based learning activity (PBL) where students learn to co-regulate their performance as they construct their understanding of how best to communicate bad news to patients. This paper introduces an approach for analyzing the group discourse to understand how collective knowledge building facilitates co-regulation. A mixed method analysis was used to analyze the case study data. A qualitative data analysis of verbal interactions was conducted to examine co-regulatory episodes. Collective knowledge building was examined by analyzing the group discourse for indicators of co-regulatory processes. The study follows two quantitative analyses: a frequency count analysis of types of questions asked by facilitators and students; and a sequential pattern mining for patterns of co-occurrences of learners’ discourse and co-regulation.
Similar content being viewed by others
References
Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4(1), 87–95.
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New directions for teaching and learning, 1996(68), 3–12.
Barrows, H. S. (2000). Problem-based learning applied to medical education. Springfield: Southern Illinois University School of Medicine.
Barrows, H. S., & Tamblyn, R. M. (1986). Problem-Based Learning: An Approach to Medical Education. New York: Springer.
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah: L. Erlbaum Associates.
Bereiter, C., & Scardamalia, M. (2003). Learning to work successfully with knowledge. In E. DeCorte, L. Verschaffel, N. Entwistle, & J. V. Merrienboer (Eds.), Unraveling basic components and dimensions of powerful learning environments (pp. 55–68). Oxford England: Pergamon/Elsevier Science, Ltd.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does. Maidenhead: McGraw-Hill/Society for Research into Higher Education/Open University Press.
Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289–325). Mahwah: Lawrence Erlbaum Associates.
Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction. Upper Saddle River: Merrill.
Buckman, R. (2005). Breaking bad news: The S-P-I-K-E-S strategy. Community Oncology, 2(2), 138–142.
Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. Teachers College Press.
Chan, C. K. (2012). Co-regulation of learning in computer-supported collaborative learning environments: A discussion. Metacognition and Learning, 7(1), 63–73.
Chi, M. T. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6(3), 271–315.
Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science, 25(4), 471–533.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale: Erlbaum.
D’Mello, S., Olney, A., & Person, N. (2010). Mining collaborative patterns in tutorial dialogues. JEDM-Journal of Educational Data Mining, 2(1), 1–37.
Dillenbourg, P. (1999). Collaborative learning: Cognitive and computational approaches. advances in learning and instruction series. New York: Elsevier Science.
Dillenbourg, P., Järvelä, S., Fischer, F., et al. (2009). The evolution of research on computer-supported collaborative learning. In N. Balacheff, S. Ludvigsen, T. De Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning (pp. 3–19). Netherlands: Springer.
Dilson, J. T. (1982). The multidisciplinary study of questioning. Journal of Educational Psychology, 74(2), 147–165.
Dolmans, D. H., De Grave, W., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39(7), 732–741.
Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners’ classroom. Cognition and Instruction, 20(4), 399–483.
Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31(1), 104–137.
Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5–26.
Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. The Journal of the Learning Sciences, 15(4), 537–547.
Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240–264.
Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher–student discourse about a graduate research portfolio. Instructional Science, 33(5-6), 413–450.
Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York: Routledge.
Hmelo, C. E. (1998). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. The Journal of the Learning Sciences, 7(2), 173–208.
Hmelo, C. E., & Lin, X. (2000). Becoming self-directed learners: Strategy development in problem-based learning. In D. Evensen & C. E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 227–250). Mahwah: Erlbaum.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1(1), 21–39.
Hmelo-Silver, C. E., & Barrows, H. S. (2008). Facilitating collaborative knowledge building. Cognition and Instruction, 26(1), 48–94.
Hmelo-Silver, C. E., & DeSimone, C. (2013). Problem-based learning: An instructional model of collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O’Donnell (Eds.), The international handbook of collaborative learning (pp. 370–385). New York: Routledge.
Hogan, K., Nastasi, B. K., & Pressley, M. (1999). Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions. Cognition and Instruction, 17(4), 379–432.
Iiskala, 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.
Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39.
Khosa, D. K. (2014). Processes of metacognitive regulation and knowledge co-construction in case-based collaborative learning at university (Unpublished doctoral dissertation) Murdoch University, Australia.
King, A. (1999). Discourse patterns for mediating peer learning. In A. M. O’Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 87–117). Mahwah: Erlbaum.
King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into Practice, 41(1), 33–39.
Kinnebrew, J. S., Segedy, J. R., & Biswas, G. (2014). Analyzing the temporal evolution of students’ behaviors in open-ended learning environments. Metacognition and Learning, 9(2), 187–215.
Laferrière, T., Montane, M., Gros, B., Alvarez, I., Bernaus, M., Breuleux, A., Allaire, S., Hamel, C., & Lamon, M. (2010). Partnerships for knowledge building: An emerging model. Canadian Journal of Learning & Technology, 36(1).
Lajoie, S. P., & Lu, J. (2012). Supporting collaboration with technology: Does shared cognition lead to co-regulation in medicine? Metacognition and Learning, 7(1), 45–62.
Lajoie, S. P., Hmelo-Silver, C., Wiseman, J., Chan, L. K., Lu, J., Khurana, C., Cruz-Panesso, I., Poitras, E., & Kazemitabar, M. (2014). Using online digital tools and video to support international problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2).
Lajoie, S., Lee, L., Bassiri, M., Cruz-Panesso, I., Kazemitabar, M., Poitras, E., Hmelo-Silver, C., Wiseman, J., Chan, L., & Lu, J. (2015). The role of regulation in medical student learning in small groups: Regulating oneself and others’ learning and emotions. Computers in Human Behavior, 52, 601–616.
Levine, J. M., Resnick, L. B., & Higgins, E. T. (1993). Social foundations of cognition. Annual Review of Psychology, 44(1), 585–612.
McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137–146.
Palincsar, A. S., & Herrenkohl, L. R. (2002). Designing collaborative learning contexts. Theory into Practice, 41(1), 26–32.
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: Theory, research, and applications (pp. 451–502). San Diego: Academic.
Polman, J. L. (2004). Dialogic activity structures for project-based learning environments. Cognition and Instruction, 22(4), 431–466.
Ramsden, P. (2003). Learning to teach in higher education. London: Routledge.
Rogoff, B., Matusov, E., & White, D. (1996). Models of teaching and learning: Participating in a community of learners. In D. R. Olson & N. Torrance (Eds.), Handbook of education and human development (pp. 338–414). Malden: Blackwell.
Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. E. O’Malley (Ed.), Computer-supported collaborative learning (pp. 69–97). Berlin: Springer.
Saab, N., van Joolingen, W., & van Hout-Wolters, B. (2012). Support of the collaborative inquiry learning process: Influence of support on task and team regulation. Metacognition and Learning, 7(1), 7–23.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal Education in a Knowledge Society (pp. 67–98). Chicago: Open Court.
Schmidt, H. G., Machiels-Bongaerts, M., Hermans, H., ten Cate, T. J., Venekamp, R., & Boshuizen, H. P. (1996). The development of diagnostic competence: Comparison of a problem-based, an integrated, and a conventional medical curriculum. Academic Medicine, 71(6), 658–664.
Teasley, S. D. (1995). The role of talk in children’s peer collaborations. Developmental Psychology, 31(2), 207.
Valsiner, J., & Van der Veer, R. (2000). The social mind: Construction of the idea. Cambridge: Cambridge University Press.
Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., & Lehtinen, E. (2003). Shared-regulation and motivation of collaborating peers: A case analysis. Psychologia: An International Journal of Psychology in the Orient, 46(1), 19–37.
Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128–143.
Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge: Harvard University Press.
Wertsch, J. V., & Stone, C. A. (1985). The concept of internalization in Vygotsky’s account of the genesis of higher mental functions. In J. V. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 162–182). Cambridge: Cambridge University Press.
Wilkinson, L. & Friendly, M. (2009). The History of the Cluster Heat Map. The American Statistician, 63(2), 179–184.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In P. Pintrich, M. Boekaerts, & M. Seidner (Eds.), Handbook of self-regulation (pp. 531–566). Orlando: Academic.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks: Sage.
Zimmermann, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.
Author information
Authors and Affiliations
Corresponding author
Appendix
Appendix
Rights and permissions
About this article
Cite this article
Lee, L., Lajoie, S.P., Poitras, E.G. et al. Co-regulation and knowledge construction in an online synchronous problem based learning setting. Educ Inf Technol 22, 1623–1650 (2017). https://doi.org/10.1007/s10639-016-9509-6
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-016-9509-6