Motta, Cottaneo and Gurtner (2017) conducted a study to examine the relationship between collaborative learning and co-regulation of team learning. The sample was constituted by 22 apprentice chefs who worked in learning activities divided into groups of 3 to 4 members. The groups had as a learning activity the solution of problems related to the profession. The learning activities carried out by the team were recorded in video format, using the VET Learning Settings.
Group discussions, socio-regulatory processes and the types of interaction recorded in these videos were analyzed through content analysis. The results of this study suggest that the questions generated by the group related to the "how", the answers and alternative solutions generated in the group, the self-evaluation of the group were co-regulation activities that facilitated the group's learning.
Although positive social interactions are related to metacognitive practices and effective reflections, in this study it was not found that the emotions behind social interactions have impacted the group's reflective processes, co-regulation, or learning. A salient aspect of this study is that the socio-cognitive processes of planning, monitoring, generating questions and the role of generating tentative explanations maintain co-regulation levels in groups. This research is relevant to the Series given that it shows us how co-regulatory processes sustain collaboration and shows that these results can be achieved without the influence of socio-emotional factors.
Sources and further readings:
Motta, E., Cattaneo, A., & Gurtner, J. L. (2017). Co-regulations of learning in small groups of chef apprentices: when do they appear and what influences them?. Empirical Research in Vocational Education and Training, 9(1), 15.
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