Co-regulation and socially shared regulation occur rarely in synchronous online collaborative learning¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Co-regulation (f = 5.3%) and socially shared regulation (f = 0.8%) were rare in synchronous online collaborative learning. → Duong Ngo 2024

Evidence¶

Duong Ngo 2024¶

Duong Ngo, Andy Nguyen, Belle Dang, Ha Ngo. (2024). Facial Expression Recognition for Examining Emotional Regulation in Synchronous Online Collaborative Learning. International Journal of Artificial Intelligence in Education 34:650–669. https://doi.org/10.1007/s40593-023-00378-7

q2 · i? · qualitative · r2

Qualitative coding of 379 segments from 14 groups in the synchronous online English task showed CoRL at f = 5.3% and SSRL at f = 0.8%; the authors note these results "reflect those of Malmberg et al. (2017)" for face-to-face settings.

"Furthermore, our findings reported rare occurrences of CoRL and SSRL in synchronous online collaborative learning (f = 5.3% and f = 0.8% respectively)."

Discussion¶

Related Claims¶

• Regulatory sequencing in synchronous CSCL: cognitive interactions initiate cycles, co-regulation iterates with task execution, and SSRL follows socio-emotional interactions — related
• Explicit group regulation in online PBL was infrequent, emerged in response to challenges, and often involved teacher support — related
• With a scripted collaboration designed to elicit metacognition, deep-level metacognitive regulation stays rare and students mostly accept rather than co-construct or share regulation — related
• Surprise is the most frequently shared emotion among learners in synchronous online collaborative English discussion tasks — related
• Task execution dominates social interactions in synchronous online collaborative learning, mirroring face-to-face and asynchronous findings — related