Investigating the Socially Shared Regulation of Learning in the Context of Programming Education

Abstract

Students' ability to control and act upon their cognitive, behavioral, motivational, and metacognitive process is known as Self-regulation of learning (SRL). It has proved to be an effective strategy for academic programming success. However, the understanding of how programming students regulate their learning collaboratively deserves further investigation. The objective of this thesis is to study this process and use the findings to support the development and validation of a Computer-Supported Collaborative Learning (CSCL) environment grounded on the regulation of learning principles.