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A cross-cultural study of self-regulated learning in a computer-supported collaborative learning environment
ARTICLE

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Learning and Instruction Volume 23, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Self-regulated learning (SRL) actions of 30 Canadian and 30 Chinese university students were studied in a face-to-face problem-based learning environment. Participants were randomly assigned to work in dyads consisting of Chinese, Canadian, or mixed Chinese–Canadian pairs to learn Analysis of Variance collaboratively using a computer coach. Dialog segments were coded in terms of types of SRL actions, and whether an action was individually (IND) or socially (SOC) oriented. Canadian pairs produced significantly higher proportions of IND-SRL actions relative to SOC-SRL actions (higher odds ratios) than Chinese pairs, but the odds ratios for mixed pairs were similar to those for Canadian pairs. This effect of cultural composition of dyads for the Canadian and Chinese pairs was replicated in a comparison of Canadian and Chinese participants within the mixed pairs dyads. These results have implications for a socio-cultural account of SRL.

Citation

Shi, Y., Frederiksen, C.H. & Muis, K.R. (2013). A cross-cultural study of self-regulated learning in a computer-supported collaborative learning environment. Learning and Instruction, 23(1), 52-59. Elsevier Ltd. Retrieved February 7, 2023 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2012.05.007

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