Approximately half of students' analysed texts showed collaborative learning meeting co-regulation and co-construction descriptors¶
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Evidence · 1 study · qualitativer2·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.
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q2 i? Using Summers and Volet's co-regulation and co-construction descriptors, roughly half of the analysed texts provided evidence of collaborative learning rather than mere group work. → Murray-Harvey 2013
Evidence¶
Murray-Harvey 2013¶
Murray-Harvey, R., Pourshafie, T., & Santos Reyes, W. (2013). What teacher education students learn about collaboration from problem-based learning. Journal of Problem Based Learning in Higher Education, 1(1), 114-134. https://eric.ed.gov/?id=EJ1108330
q2 · i? · qualitative · r2
Document analysis of students' written texts coded for co-regulation (shared interaction, negotiation) and co-construction (high-level cognitive-metacognitive activity). The results section prints the counts: "For Assignment 1, 18 of the 28 postgraduate and 14 o f the 30 undergraduate texts analyzed conveyed that students’ group work experience involved collaboration."
"For Assignment 1, 18 of the 28 postgraduate and 14 o f the 30 undergraduate texts analyzed conveyed that students’ group work experience involved collaboration. For assignment 2, collaborative learning was evident in nine of 17 postgraduate, and 15 of 29 undergraduate, students’ texts."
Discussion¶
Related Claims¶
- Co-construction of shared understanding needed to be accompanied by students' personal construction and sense making for conceptual change to be stable over time — related
- Collaborative text co-construction with the teacher as scribe gives five-year-olds autonomy of composition and judgement and sustains long focused engagement — related
- Collaborative Writing Improves Text Quality — related
- More group engagement in social regulation of learning is associated with higher-quality collaborative products — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
half-of-texts-showed-collaborative-learning |
title |
Approximately half of students' analysed texts showed collaborative learning meeting co-regulation and co-construction descriptors |
description |
Approximately half of students' analysed texts showed collaborative learning meeting co-regulation and co-construction descriptors |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — murray-harvey-2013 |
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