Resumo

AGUILAR-CORDERO, José Fabián. Implementation of collaborative scripts to promote socially shared regulation of learning in university students. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.38, pp.1567-1581.  Epub 01-Abr-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i38.1000.

Collaborative learning is frequently promoted in higher education, but there are few efforts focused on helping college students develop cognitive processes related to the regulation of group learning. One alternative is to incorporate socially shared regulation of learning (SSRL) and socially shared metacognition through collaborative scripts. The objective of this research was to know the opinion of university students about the implementation of such scripts. The study was quantitative, descriptive and non-experimental, using a Likert scale. The results revealed that more than 50% of the participants rated positively the use of the scripts and the support received in the tasks related to the RSCA. However, the assessment was less favorable in tasks such as calling attention to a colleague who did not fulfill his or her responsibilities or evaluating the progress of the work performed. These results should be interpreted with caution due to some methodological limitations and the scope of this study.

Palavras-chave : Socially shared regulation of learning; Socially shared metacognition; Scripts for collaboration; Student opinion; Higher education.

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