메뉴 건너뛰기




Volumn , Issue , 2013, Pages 67-101

Metacognitive regulation in collaborative learning: Conceptual developments and methodological contextualizations

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84888082579     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203117736     Document Type: Chapter
Times cited : (45)

References (50)
  • 2
    • 0001835637 scopus 로고
    • Knowing when, where and how to remember: A problem of metacognition
    • In R. Glaser (ed.), Hillsdale, NJ: Erlbaum
    • Brown, A. L. (1978). Knowing when, where and how to remember: A problem of metacognition. In R. Glaser (ed.), Advances in Instructional Psychology. Hillsdale, NJ: Erlbaum, Vol. 1, pp. 77-165.
    • (1978) Advances in Instructional Psychology , vol.1 , pp. 77-165
    • Brown, A.L.1
  • 3
    • 0002825367 scopus 로고
    • Metacognition, executive control, self-regulation, and other more mysterious mechanisms
    • In F. Weinert and R. Kluwe (eds), Hillsdale, NJ: Erlbaum
    • Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert and R. Kluwe (eds), Metacognition, Motivation and Understanding. Hillsdale, NJ: Erlbaum, pp. 65-116.
    • (1987) Metacognition, Motivation and Understanding , pp. 65-116
    • Brown, A.L.1
  • 5
    • 84970331963 scopus 로고
    • Restructuring the classroom: Conditions for productive small groups
    • Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups, Review of Educational Research, 64(1): 1-35.
    • (1994) Review of Educational Research , vol.64 , Issue.1 , pp. 1-35
    • Cohen, E.1
  • 8
    • 0002768168 scopus 로고    scopus 로고
    • Introduction: What do you mean by "collaborative learning"?
    • In P. Dillenbourg (ed.), Amsterdam: Pergamon
    • Dillenbourg, P. (1999). Introduction: What do you mean by "collaborative learning"? In P. Dillenbourg (ed.), Collaborative Learning. Cognitive and Computational Approaches. Amsterdam: Pergamon, pp. 1-19.
    • (1999) Collaborative Learning. Cognitive and Computational Approaches , pp. 1-19
    • Dillenbourg, P.1
  • 9
    • 33745496302 scopus 로고    scopus 로고
    • Metacognition and affect: What can metacognitive experiences tell us about the learning process?
    • Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process?, Educational Research Review, 1(1): 3-14.
    • (2006) Educational Research Review , vol.1 , Issue.1 , pp. 3-14
    • Efklides, A.1
  • 10
    • 33744781376 scopus 로고
    • Metacognitive and cognitive monitoring. A new area of cognitive-developmental inquiry
    • Flavell, J. H. (1979). Metacognitive and cognitive monitoring. A new area of cognitive-developmental inquiry, American Psychologist, 34(10): 906-11.
    • (1979) American Psychologist , vol.34 , Issue.10 , pp. 906-911
    • Flavell, J.H.1
  • 12
    • 34347362066 scopus 로고    scopus 로고
    • Learning in activity
    • In R.K. Sawyer (ed.), New York: Cambridge University Press
    • Greeno, J. G. (2006). Learning in activity. In R. K. Sawyer (ed.), The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press, pp. 79-96.
    • (2006) The Cambridge Handbook of the Learning Sciences , pp. 79-96
    • Greeno, J.G.1
  • 13
    • 70449436472 scopus 로고    scopus 로고
    • Taking up opportunities to learn: Constructing dispositions in mathematics classrooms
    • Gresalfi, M. S. (2009). Taking up opportunities to learn: Constructing dispositions in mathematics classrooms, Journal of the Learning Sciences, 18(3): 327-69.
    • (2009) Journal of the Learning Sciences , vol.18 , Issue.3 , pp. 327-369
    • Gresalfi, M.S.1
  • 14
    • 79955424235 scopus 로고    scopus 로고
    • Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory
    • Hadwin, A. and Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory, Teachers College Record, 113(2): 240-64.
    • (2011) Teachers College Record , vol.113 , Issue.2 , pp. 240-264
    • Hadwin, A.1    Oshige, M.2
  • 15
    • 84855931353 scopus 로고    scopus 로고
    • Self-regulated, co-regulated, and socially shared regulation of learning
    • In B.J. Zimmerman and D.H. Schunk (eds), New York, NY: Routledge
    • Hadwin, A., Järvelä, S. and Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman and D. H. Schunk (eds), Handbook of Self-regulation of Learning and Performance. New York, NY: Routledge, pp. 65-94.
    • (2011) Handbook of Self-regulation of Learning and Performance , pp. 65-94
    • Hadwin, A.1    Järvelä, S.2    Miller, M.3
  • 16
    • 3543046771 scopus 로고    scopus 로고
    • Emergence of progressive-inquiry culture in computersupported collaborative learning
    • Hakkarainen, K. (2003). Emergence of progressive-inquiry culture in computersupported collaborative learning, Learning Environments Research, 6(2): 199-220.
    • (2003) Learning Environments Research , vol.6 , Issue.2 , pp. 199-220
    • Hakkarainen, K.1
  • 17
    • 0001786857 scopus 로고
    • Interpersonal relationships and child development
    • Hinde, R. A. and Stevenson-Hinde, J. (1987). Interpersonal relationships and child development, Developmental Review, 7(1): 1-21.
    • (1987) Developmental Review , vol.7 , Issue.1 , pp. 1-21
    • Hinde, R.A.1    Stevenson-Hinde, J.2
  • 18
    • 34249794846 scopus 로고    scopus 로고
    • Coding discussion and discussing coding: Research on collaborative learning in computer-supported environments
    • Hmelo-Silver, C. E., and Bromme, R. (2007). Coding discussion and discussing coding: Research on collaborative learning in computer-supported environments, Learning and Instruction, 17(4): 460-64.
    • (2007) Learning and Instruction , vol.17 , Issue.4 , pp. 460-464
    • Hmelo-Silver, C.E.1    Bromme, R.2
  • 19
    • 34347331274 scopus 로고    scopus 로고
    • Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006)
    • Hmelo-Silver, C. E., Duncan, R. G. and Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006), Educational Psychologist, 42(2): 99-107.
    • (2007) Educational Psychologist , vol.42 , Issue.2 , pp. 99-107
    • Hmelo-Silver, C.E.1    Duncan, R.G.2    Chinn, C.A.3
  • 20
    • 84865613377 scopus 로고    scopus 로고
    • Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feeling of task difficulty: A case study
    • Hurme, T-R., Merenluoto, K. and Järvelä, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feeling of task difficulty: A case study, Educational Research and Evaluation, 15(5), 503-24.
    • (2009) Educational Research and Evaluation , vol.15 , Issue.5 , pp. 503-524
    • Hurme, T.-R.1    Merenluoto, K.2    Järvelä, S.3
  • 22
    • 77954677939 scopus 로고    scopus 로고
    • Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes
    • Iiskala, T., Vauras, M., Lehtinen, E., and Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes, Learning & Instruction, 21(3): 379-93.
    • (2011) Learning & Instruction , vol.21 , Issue.3 , pp. 379-393
    • Iiskala, T.1    Vauras, M.2    Lehtinen, E.3    Salonen, P.4
  • 24
    • 77950911489 scopus 로고    scopus 로고
    • Research on motivation in collaborative learning: Moving beyond the cognitive-situative divide and combining individual and social processes
    • Järvelä, S, Volet, S. E., and Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive-situative divide and combining individual and social processes, Educational Psychologist, 45(1): 15-27.
    • (2010) Educational Psychologist , vol.45 , Issue.1 , pp. 15-27
    • Järvelä, S.1    Volet, S.E.2    Järvenoja, H.3
  • 25
    • 68249155334 scopus 로고    scopus 로고
    • Emotion control in collaborative learning situations-Do students regulate emotions evoked from social challenges?
    • Järvenoja, H. and Järvelä, S. (2009). Emotion control in collaborative learning situations-Do students regulate emotions evoked from social challenges?, British Journal of Educational Psychology, 79(3): 463-81.
    • (2009) British Journal of Educational Psychology , vol.79 , Issue.3 , pp. 463-481
    • Järvenoja, H.1    Järvelä, S.2
  • 27
    • 84880437891 scopus 로고    scopus 로고
    • Promoting effective collaborative case-based learning at university: A metacognitive intervention
    • (in press)., DOI: 10. 1080/03075079. 2011. 604409
    • Khosa, D. K. and Volet, S. E. (in press). Promoting effective collaborative case-based learning at university: A metacognitive intervention, Studies in Higher Education, DOI: 10. 1080/03075079. 2011. 604409.
    • Studies in Higher Education
    • Khosa, D.K.1    Volet, S.E.2
  • 28
    • 77955980697 scopus 로고    scopus 로고
    • Significance of context in students' (meta)cognitions related to group work: A multi-layered, multidimensional and cultural approach
    • Kimmel, K. and Volet, S. (2010). Significance of context in students' (meta)cognitions related to group work: A multi-layered, multidimensional and cultural approach, Learning and Instruction, 20(6): 449-64.
    • (2010) Learning and Instruction , vol.20 , Issue.6 , pp. 449-464
    • Kimmel, K.1    Volet, S.2
  • 29
    • 0036004571 scopus 로고    scopus 로고
    • Structuring peer interaction to promote high-level cognitive processing
    • King, A. (2002). Structuring peer interaction to promote high-level cognitive processing, Theory into Practice, 41(1): 33-9.
    • (2002) Theory into Practice , vol.41 , Issue.1 , pp. 33-39
    • King, A.1
  • 30
    • 33744807434 scopus 로고    scopus 로고
    • Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching
    • Kirschner, P. A., Sweller, J., and Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching, Educational Psychologist, 4(2): 75-86.
    • (2006) Educational Psychologist , vol.4 , Issue.2 , pp. 75-86
    • Kirschner, P.A.1    Sweller, J.2    Clark, R.E.3
  • 31
    • 72449208739 scopus 로고    scopus 로고
    • Co-regulation of student motivation and emergent identity
    • McCaslin, M. (2009). Co-regulation of student motivation and emergent identity, Educational Psychologist, 44(2): 137-46.
    • (2009) Educational Psychologist , vol.44 , Issue.2 , pp. 137-146
    • McCaslin, M.1
  • 32
    • 80054034688 scopus 로고    scopus 로고
    • Metacognitive scaffolding in an innovative learning arrangement
    • Molenaar, I., van Boxtel, C. A. M., and Sleegers, P. J. C. (2011). Metacognitive scaffolding in an innovative learning arrangement, Instructional Science, 39(6): 785-803.
    • (2011) Instructional Science , vol.39 , Issue.6 , pp. 785-803
    • Molenaar, I.1    van Boxtel, C.A.M.2    Sleegers, P.J.C.3
  • 33
    • 27744573937 scopus 로고    scopus 로고
    • Technology-mediation and tutoring: How do they shape progressive inquiry discourse?
    • Muukkonen, H., Lakkala, M., and Hakkarainen, K. (2005). Technology-mediation and tutoring: How do they shape progressive inquiry discourse?, The Journal of the Learning Sciences, 14(4): 527-65.
    • (2005) The Journal of the Learning Sciences , vol.14 , Issue.4 , pp. 527-565
    • Muukkonen, H.1    Lakkala, M.2    Hakkarainen, K.3
  • 35
    • 0034330615 scopus 로고    scopus 로고
    • The relationship context of human behavior and development
    • 126, Special Issue: Psychology in the 21st Century
    • Reis, H. T., Collins, W. A., and Berscheid, E. (2000). The relationship context of human behavior and development, Psychological Bulletin, 126, Special Issue: Psychology in the 21st Century, 844-72.
    • (2000) Psychological Bulletin , pp. 844-872
    • Reis, H.T.1    Collins, W.A.2    Berscheid, E.3
  • 36
    • 80054020995 scopus 로고    scopus 로고
    • Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes
    • Rogat, T. K. and 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.
    • (2011) Cognition and Instruction , vol.29 , Issue.4 , pp. 375-415
    • Rogat, T.K.1    Linnenbrink-Garcia, L.2
  • 37
    • 0001396369 scopus 로고
    • Skill may not be enough: The role of mindfulness in learning and transfer
    • Salomon, G. and Globerson, T. (1987). Skill may not be enough: The role of mindfulness in learning and transfer, International Journal of Educational Research, 11(6): 623-37.
    • (1987) International Journal of Educational Research , vol.11 , Issue.6 , pp. 623-637
    • Salomon, G.1    Globerson, T.2
  • 38
    • 24144465636 scopus 로고    scopus 로고
    • Social interaction-What can it tell us about metacognition and coregulation in learning?
    • Salonen, P., Vauras, M., and Efklides, A. (2005). Social interaction-What can it tell us about metacognition and coregulation in learning?, European Psychologist, 10(3): 199-208.
    • (2005) European Psychologist , vol.10 , Issue.3 , pp. 199-208
    • Salonen, P.1    Vauras, M.2    Efklides, A.3
  • 40
    • 0012586305 scopus 로고    scopus 로고
    • Cognition as communication: Rethinking learningby-talking through multi-faceted analysis of students' mathematical interactions
    • Sfard, A. and Kieran, C. (2001). Cognition as communication: rethinking learningby-talking through multi-faceted analysis of students' mathematical interactions, Mind, Culture, and Activity, 8(1): 43-76.
    • (2001) Mind, Culture, and Activity , vol.8 , Issue.1 , pp. 43-76
    • Sfard, A.1    Kieran, C.2
  • 41
    • 78149467856 scopus 로고    scopus 로고
    • Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports
    • Summers, M. and Volet, S. E. (2010). Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports, European Journal of Psychology of Education, 25(4): 473-92.
    • (2010) European Journal of Psychology of Education , vol.25 , Issue.4 , pp. 473-492
    • Summers, M.1    Volet, S.E.2
  • 42
    • 0039530937 scopus 로고    scopus 로고
    • Socially shared cognition, affect, and behavior: A review and integration
    • Thompson, L. and Fine, G. A. (1999). Socially shared cognition, affect, and behavior: A review and integration, Personality and Social Psychology Review, 3(4): 278-302.
    • (1999) Personality and Social Psychology Review , vol.3 , Issue.4 , pp. 278-302
    • Thompson, L.1    Fine, G.A.2
  • 43
    • 70449441203 scopus 로고    scopus 로고
    • Collaborative, case-based learning: How do students actually learn from each other?
    • Thurman, J., Volet, S., and Bolton, J. (2009). Collaborative, case-based learning: How do students actually learn from each other?, Journal of Veterinary Medical Education, 36(3): 297-304.
    • (2009) Journal of Veterinary Medical Education , vol.36 , Issue.3 , pp. 297-304
    • Thurman, J.1    Volet, S.2    Bolton, J.3
  • 44
    • 0041530155 scopus 로고    scopus 로고
    • Shared regulation and motivation of collaborating peers: A case analysis
    • Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., and Lehtinen, E. (2003). Shared regulation and motivation of collaborating peers: A case analysis, Psychologia, 46(1): 19-37.
    • (2003) Psychologia , vol.46 , Issue.1 , pp. 19-37
    • Vauras, M.1    Iiskala, T.2    Kajamies, A.3    Kinnunen, R.4    Lehtinen, E.5
  • 45
    • 74949101102 scopus 로고    scopus 로고
    • Influences of group processes and interpersonal regulation on motivation, affect and achievement
    • In M. Maehr, S. Karabenick, and T. Urdan (eds.), New York: Emerald Group
    • Vauras, M., Salonen, P., and Kinnunen, R. (2008). Influences of group processes and interpersonal regulation on motivation, affect and achievement. In M. Maehr, S. Karabenick, and T. Urdan (eds.) Social Psychological Perspectives. Advances in Motivation and Achievement. New York: Emerald Group, Vol. 15, pp. 275-314.
    • (2008) Social Psychological Perspectives. Advances in Motivation and Achievement , vol.15 , pp. 275-314
    • Vauras, M.1    Salonen, P.2    Kinnunen, R.3
  • 47
    • 58949098783 scopus 로고    scopus 로고
    • High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
    • Volet, S. E., Summers, M., and Thurman, J. (2009a) High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?, Learning and Instruction, 19(2): 128-43.
    • (2009) Learning and Instruction , vol.19 , Issue.2 , pp. 128-143
    • Volet, S.E.1    Summers, M.2    Thurman, J.3
  • 48
    • 74949124561 scopus 로고    scopus 로고
    • Self-and social-regulation in learning contexts: An integrative perspective
    • Volet, S. E., Vauras, M., and Salonen, P. (2009b). Self-and social-regulation in learning contexts: An integrative perspective, Educational Psychologist, 44(4): 215-26.
    • (2009) Educational Psychologist , vol.44 , Issue.4 , pp. 215-226
    • Volet, S.E.1    Vauras, M.2    Salonen, P.3
  • 49
    • 84906150891 scopus 로고    scopus 로고
    • Video analysis of self-regulated learning in social and naturalistic contexts: The case of preschool and primary school children
    • In S. Volet and M. Vauras (eds.), (this volume). London: Routledge
    • Whitebread, D. and Pino-Pasternak, D. (2013). Video analysis of self-regulated learning in social and naturalistic contexts: the case of preschool and primary school children. In S. Volet and M. Vauras (eds.), Interpersonal Regulation of Learning and Motivation: Methodological Advances (this volume). London: Routledge.
    • (2013) Interpersonal Regulation of Learning and Motivation: Methodological Advances
    • Whitebread, D.1    Pino-Pasternak, D.2
  • 50
    • 59849084265 scopus 로고    scopus 로고
    • Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning
    • Whitebread, D., Bingham, S., Grau, V., Pino-Pasternak, D., and Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning, Journal of Cognitive Education and Psychology, 6(3): 433-55.
    • (2007) Journal of Cognitive Education and Psychology , vol.6 , Issue.3 , pp. 433-455
    • Whitebread, D.1    Bingham, S.2    Grau, V.3    Pino-Pasternak, D.4    Sangster, C.5


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.