Table 1 Adapted coding scheme, inspired by Volet et al. (2009a) and Rogat and Linnenbrink-Garcia (2011)
Regulation of learning | |
Types of episodes (Volet et al. 2009a) | |
Low-level content co-regulation | Content-processing episodes represented clarification of basic facts |
Multiple group members made verbal contributions. Sharing ideas, only; verbal interaction related to the ‘logistic’ accomplishment of the task | |
High-level content co-regulation | Content-processing episodes referred to engagement in elaborating, reasoning, building on or linking ideas, explaining in one’s own words, or help seeking for understanding |
Multiple group members made verbal contributions. Real co-construction of the knowledge | |
Factors contributing in sustaining group engagement in high-level co-regulation episodes (Volet et al. 2009a) | |
Tentativeness of explanation | Direct and indirect tentativeness to explain what they are thinking, motivating the choices; |
Questions | Sub-categories: Confirmation (request of confirmation and/or approval), Clarification (request of details), Task question (related to the concrete and logistic organization and accomplishment of the task), How question (request of explanations to better understand, ways to solve a problem, sharing ideas to solve) |
Group efforts to regulate their conceptual understanding, task work, and engagement (Rogat and Linnenbrink-Garcia 2011) | |
Planning | Reading and interpreting task directions, designating task assignments, discussing how to go about solving the problems; role division; something related to the future |
Monitoring | Evaluating content understanding, the shared product, assessing progress, or evaluating the missing part to complete the task. Considerations on the task they are accomplishing; tentativeness to elaborate a state of the art of the situation |
Interaction | |
Positive socioemotional interactions (Rogat and Linnenbrink-Garcia 2011) | Group interactions that support and encourage harmonious group functioning |
Inclusion | Attempting to encourage the sustained involvement and contributions of group members through positive feedback and asking for everyone’s ideas; asking peers to remain in the task; asking the peers to be included |
Group cohesion | Conveying that the group functions as a team (rather than as individuals) by working together, referring to the group as ‘we’ |
Negative socioemotional interactions (Rogat and Linnenbrink-Garcia 2011) | Group interactions that undermine harmonious group functioning |
Discouraging participation | Undermining a group member’s task contributions by criticizing her/his work, not assigning him/her a portion of the task, ignoring their feedback or questions, ignoring a group member completely |
Disrespect | Putting down a member of the group, grabbing papers away without permission, swearword addressed to a member of the group |