Exploring the level of co-regulation to learning in peer group at university through the lens of individuals' metacognitive regulation

摘要

Collaborating the perspectives of sociocultural and sociocognitive, the regulation of learning in peer group was explored. The links between the interaction at individuals' level and the co-regulation of learning at group level are built through the lens of individuals' knowledge and experience in metacognition. Accordingly, a topology of inducing peer members' characteristic and the possible of models in co-regulation of learning was proposed, and the routes of evolution among different status of regulation in group were discussed.