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4 references
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- Vol 4 RE: Chapters 1, 2, 4, 6, 7, 8, 13, 14, 17, 19, 21, 25, App A, App B, App C, App D
self-regulated learningco-regulationsocially shared regulationcollaborative learninggroup agencyregulation processeslearning analyticsBook chapter Evidence summaryAt a glance
Hadwin, Järvelä, and Miller distinguish three modes of regulation in collaborative learning. Self-regulation involves an individual’s adaptive control of cognition, motivation, emotion, and behaviour in relation to personal goals.
Key ideas
Co-regulation is a temporary, asymmetric process in which another person or tool supports, prompts, or helps appropriate regulation. Socially shared regulation occurs when group members collectively negotiate goals, monitor progress and conditions, control strategies and motivation, and evaluate joint activity. It is not the sum of individual self-regulation or simply successful cooperation. Groups move among modes as tasks, expertise, and difficulties change, and regulation can be productive or maladaptive. Research therefore needs process-sensitive evidence—talk, actions, traces, physiological or affective indicators—rather than relying only on retrospective questionnaires or final performance.
Why it matters
Instruction can make planning, monitoring, emotional challenges, strategy decisions, and reflection visible through shared tools and prompts, while gradually building group agency. Collaboration scripts should support coordination without replacing learners’ responsibility or assuming every group member experiences the same goals and conditions.
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- Vol 4 RE: Chapter 18
learner autonomydemocratic schoolingstudent participationself-regulated learningexperiential educationcivic engagementlifelong learningJournal article Evidence summaryAt a glance
Hartkamp-Bakker and Martens investigate how graduates of Sudbury schools understand the lasting effects of radically self-directed, democratically governed schooling. They interviewed 14 alumni from eight schools in the Netherlands, Israel, and the United States and analysed the retrospective accounts using reflexive thematic analysis.
Key ideas
Participants linked learning to self-chosen meaningful activities, mixed-age relationships, informal interaction, shared governance, and responsibility for real community decisions rather than imposed curricula, classes, assessments, or standard progression. Graduates described developing initiative, self-regulation, adaptability, communication, organisational and civic literacy, resilience, and confidence in finding purpose under uncertainty. The authors interpret these accounts through experiential education, Self-Determination Theory, and evolutionary-developmental perspectives, suggesting that autonomy and participation may support capacities relevant to lifelong learning and social engagement. The study offers rich cross-cultural testimony but cannot establish causal long-term effects: its small, self-selected sample and retrospective design invite selection and recall biases.
Why it matters
Its contribution is an exploratory account of how alumni themselves connect democratic school experiences with adult development.
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- Vol 1 RE: Chapters 2, 6, 10, 12, App A
- Vol 1 TE: App A
- Vol 2 RE: Chapter 11, App C, App D
- Vol 2 TE: App B
- Vol 3 RE: Chapters 8, 14
- Vol 3 TE: App C
- Vol 4 RE: Chapters 5, 7, 8, 9, 17, 20, 25, App A, App B, App C
- Vol 4 TE: App C
- Vol 5 RE: Chapters 1, 2, 3, 5, 8, 13, 14, App A, App B
- Vol 5 TE: App C
- Vol 7 PE: App D
- Vol 7 RE: Chapters 10, 11, App D
formative feedbackfeedback levelsself-regulated learninglearning goalstask performancemetacognitioninstructional adjustmentJournal article Evidence summaryAt a glance
Hattie and Timperley review evidence about feedback and propose a model explaining when it supports learning. Effective feedback reduces the gap between a learner’s current understanding or performance and a desired goal.
Key ideas
It addresses three questions—Where am I going? How am I going? and Where to next?—and can operate at four levels: the task, the process used to perform it, self-regulation, and the self as a person. Task and process information can correct errors and improve strategies; self-regulatory feedback can strengthen monitoring, help-seeking, and persistence. General praise directed at the self usually conveys little information about how to improve and may distract from the task. Effects therefore depend on timing, specificity, difficulty, learner knowledge, goals, and whether the recipient can act on the information.
Why it matters
Feedback is not merely something teachers deliver: learners also generate and seek it, while teachers use evidence to adjust instruction. The review cautions that feedback can be ineffective or harmful when it is unclear, controlling, or poorly matched to the learner.
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- Vol 4 RE: Chapter 6
self-regulated learningcontinuing educationachievement motivationlearning engagementorganisational learning culturejob controllearning performanceJournal article Evidence summaryAt a glance
Hemmler and Ifenthaler systematically review and meta-analyse factors associated with adults’ use of self-regulated learning strategies in continuing education. Across 58 studies, they organise correlates into learning-process, learner, continuing-education, and work-related factors and use three-level random-effects models to accommodate dependent effects.
Key ideas
Strategy use showed positive relationships with achievement motivation, learning performance, engagement, satisfaction, prior knowledge, prior continuing-education experience, organisational learning culture, job control, and job demands, while avoidance behaviour related negatively. Associations were strongest for engagement and performance among the reported estimates, though considerable heterogeneity remained. Variable operationalisation, learning setting, and the work-relatedness of continuing education moderated some results. The synthesis shows that self-regulation is not solely an individual trait: course design and workplace conditions also matter.
Why it matters
Correlational evidence dominates the included literature, measures and contexts vary, and meta-analytic association does not prove which interventions cause improvement. The authors call for better-specified research on moderators and provide a basis for designing supports that connect motivation, learning processes, educational environments, and work contexts.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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