Tracking social regulation of learning in interdisciplinary group work
Paper in proceeding, 2023

Recent years have seen a growing interest in how student groups regulate their learning when taking part in collaborative and interdisciplinary project-courses that are increasingly becoming popular in Engineering Education programs. While there is a rich research landscape on self-regulated learning, more empirical studies are needed on social regulation of peer-learning in collaborative group work. This study addresses this gap by conducting a narrative comparative case study to document shared regulation in three student groups from three project-based courses. Qualitative data was collected through interviews with members from those interdisciplinary groups working on real world challenges. The interviews were analysed for regulation episodes and synthesised into narratives representing key aspects of the groups regulative behaviours. The results are expected to highlight numerous instances of social regulation of learning within the various groups’ at different stages of the project. Preliminary results presented here demonstrate challenges faced by a group when attempting to socially regulate their learning, underlining the importance of scaffolding for collaborative learning. Findings from the full study will highlight the important role that social regulation processes play in group learning and add to the current understanding of the interplay between different modes of social regulation in groups.

Groupwork

Interdisciplinary

Project-based learning

Socially Shared Regulation

Co-Regulation

Author

Michael O Connell

Chalmers, Communication and Learning in Science, Engineering Education Research

Patric Wallin

Norwegian University of Science and Technology (NTNU)

Raffaella Negretti

Chalmers, Communication and Learning in Science, Language and Communication

Christian Stöhr

Chalmers, Communication and Learning in Science, Engineering Education Research

9th International Research Symposium on Problem-Based Learning: Transforming Engineering Education

34-38

9th International Research Symposium on Problem-Based Learning: Transforming Engineering Education
Boston, ,

Subject Categories

Learning

Social Sciences Interdisciplinary

Pedagogical Work

Pedagogy

Learning and teaching

Pedagogical work

More information

Latest update

10/6/2023