COLLABORATIVE WORKING IN PRIMARY SCHOOL: PERCEIVED SUPPORT AND SHARED REGULATION

Abstract

Shared regulation is an essential element in collaborative learning and group work, which provides good opportunities for students to develop self-regulation competencies through interaction with others. This study aimed to understand how students perceive shared regulation of learning during group work and how they support each other as a team in the regulation of tasks in solving problems. The data were collected from a sample of 251 participants from 3 ^rd and 4 ^th grade. Results revealed that students identified facilitators and non-facilitators in the shared regulation of tasks. Perceived support emerged as an important factor for shared regulation of tasks. Practical implications as well as limitations of the study are discussed.

LEARNING; LEARNING STRATEGY; GROUP WORK; PROBLEM SOLVING