The Research On Shared Regulated Learning Based On Co-created Rubrics

Shared regulation provides a new practical research framework for collaborative learning,which has received widespread attention.Among them,task understanding plays a crucial role in the occurrence of shared regulation and continuously affects the process of shared regulation.Shared task understanding generally includes relatively superficial task content and deeper task evaluation metrics.However,current research generally lacks attention to the deeper hidden dimensions,which leads to difficulties for learners to understand tasks and affects shared task understanding.Co-created rubrics enable learners to actively participate in the creation of evaluation rubrics,enabling them to pay more attention to task contexts and characteristics throughout the process of shared regulation practice,helping learners actively reflect and improve task understanding at various stages.By introducing co-created rubrics,existing theoretical and practical research on shared regulation has been further expanded.The main work of this study includes the following two aspects:(1)Sorting out the problems existing in current shared regulated learning practices in task understanding and learning evaluation,by introducing the co-created rubrics,a shared regulated learning model based on the co-created rubrics was constructed,exploring how this model could be applied to the practice of collaborative learning,and providing an evaluation framework for this model.(2)The design and implementation of a shared regulated learning case practice based on co-created rubrics have preliminarily verified the feasibility and effectiveness of this model.A case study was conducted using the collaborative activity of the English group teachers in a school in Baoshan District as a case study.The evaluation was conducted through multiple approaches,including collaboration level questionnaires,video coding analysis of teacher research processes,and group interviews.On these bases,the specific impact and mechanism of co-created rubrics on shared regulated learning were explored.The case study shows that co-created rubrics can stimulate learners’ deep thinking and regulatory behavior,and contribute to the occurrence of regulatory behavior in the overall team’s metacognitive dimension;Co-building a gauge framework can promote the transformation of shared regulated processes,help learners actively analyze tasks,build common task understanding,and promote the development of subsequent task processes;Introducing co-created rubrics can improve learners’ and teams’ task understanding levels,and promote the overall level of team collaboration.This study attempts to introduce co-created rubrics into the shared regulated learning process to promote the occurrence of shared task understanding and improve the shared regulated evaluation system,thereby expanding theoretical and practical research on shared regulation,and providing basis and guidance for the development of shared regulated scaffolds,tools,and corresponding interventions in practical applications.