Author: Diana Lucía Cuéllar Basto
Programme: Doctoral Programme in Education and ICT (e-learning)
Language: Spanish
Supervisor: Dra Rosa Maria Mayordomo Saiz, Dra Teresa Guasch Pascual
Faculty / Institute: eLearn Center
Subjects: Higher Education, Universities
Key words: inter-group feedback, socially shared regulation of learning, SSRL, collaborative writing, online learning environments

Area of knowledge: e-Learning

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Summary
Multiple studies have confirmed that the success of collaborative work depends to a large extent on the degree to which group members collectively regulate themselves. However, collaborative groups face multiple challenges as they interact and work together. For this reason, they need to better understand how their groups function and what aspects they need to improve to be more effective. If feedback has the potential to promote self-regulation of learning among students and therefore their performance, it could also favor the socially shared regulation of collaborative work groups to enable them to integrate effective strategies to coordinate and control collective learning activities. The aim of this doctoral thesis is to determine the effect of intergroup feedback on the socially shared regulation of learning, in the context of group work in online collaborative writing tasks. A quasi-experimental study was designed to identify and analyze the episodes of socially shared regulation of learning developed by both four quasi-experimental groups that provided feedback and four control groups over a nine-week course. The feedback fragments elaborated by the quasi-experimental groups and the strategies they used to jointly regulate each other were also characterized and analyzed. The results indicate that providing intergroup feedback promotes both the development of socially shared regulation processes and the performance of collaborative groups. This study provides scientific evidence and contributes to the literature in an area that has been partially explored. In addition, it offers a series of considerations for further research and educational practice in this same field.