Unravelling the use and sequence of regulated learning in online collaborative learning: A pilot study.
Introduction: Effective online collaborative learning goes beyond completing a task. Regulating individual and group-shared learning processes is essential for success in online collaborative learning. This study had the aim of identifying how medical students use and sequence their regulation of le...
| Publicado en: | Medical Teacher Vol. 48; no. 5; pp. 855 - 866 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193123985&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193123985 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: May2026 vid: 48 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 193123985 190316153 193123985 193123985 10.1080/0142159X.2025.2597524 193123985 ppf: 855 ppct: 11 formats: tig: atl: Unravelling the use and sequence of regulated learning in online collaborative learning: A pilot study. aug: au: Ashrafifard, Houra Khajavirad, Nasim Kashani, Homa Sandars, John Gandomkar, Roghayeh affil: Department of Medical Education, school of Medicine, Tehran University of Medical Sciences, Tehran, Iran sug: subj: Collaboration Learning Methods Utilization Online Education Students, Medical Task Performance and Analysis Human Nonexperimental Studies Pilot Studies Discussion Group Processes Cognition Emotions Self Regulation Prescribing Patterns Self-Directed Learning Motivation Student Orientation Students, Undergraduate Descriptive Statistics Funding Source ab: Introduction: Effective online collaborative learning goes beyond completing a task. Regulating individual and group-shared learning processes is essential for success in online collaborative learning. This study had the aim of identifying how medical students use and sequence their regulation of learning during an online collaborative learning task. Methods: This study employed lag sequential analysis to examine sequential patterns of regulated learning. 68 year 4 medical students were divided into 6 groups of 11 to 12 and worked on an online prescribing scenario. Group discussions were recorded, transcribed and coded using a specifically developed coding scheme. Lag sequential analysis was then applied to identify the sequences through which different types and processes of regulated learning unfolded during the collaborative task. Results: Sequential analysis showed that medical students frequently used co-regulated learning and socially shared-regulated learning in a cyclical approach. Monitoring facilitated important metacognitive and cognitive processes and also there was an association between planning and orientation processes with positive emotions. Conclusion: The findings have implications for the design of effective online collaborative learning, such as incorporating monitoring prompts, fostering positive atmosphere in groups and providing consecutive tasks to stimulate reflection. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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