Exploring the behavioral patterns of Co-regulation in mobile computer-supported collaborative learning

Abstract

This study examined the behavioral patterns of co-regulation in a mobile computer-supported collaborative learning context. Participants in this study included 101 undergraduate students majoring in law or Chinese language and literature. Content analysis and lag sequential analysis were conducted to analyze the behavioral patterns of co-regulation for four weeks. The results indicated that the main co-regulation behaviors included establishing goals, making plans, enacting strategies, monitoring and controlling, reflecting and evaluating, and adapting metacognition. The behavioral sequences from week 1 to week 4 demonstrated different characteristics. In addition, the high-achievement groups and low-achievement groups presented distinct differences in behavioral sequences. The implications for CSCL and limitations are also discussed.