Socially shared metacognition in a project-based learning environment: A comparative case study

Abstract

Despite an increase in research on social regulation of learning, studies on socially shared metacognition are still scarce. This has led to a lack of understanding concerning how groups co-construct metacognitive knowledge, skills, and experiences. In this comparative case study, we qualitatively analyzed video recordings from the meetings of six groups of pharmacy graduate students. For this, we developed a coding scheme that characterized the metacognitive processes of small groups in a project-based learning environment. Using log data collected from a collaboration app, we distinguished which groups rated themselves the highest and lowest overall for metacognitive experiences and then examined differences in the socially shared metacognition processes between these groups. We were able to map 100 strategy codes into four categories with various subcategories representing the cognitive and metacognitive processes used by both groups. We also found that the two groups did not differ on the proportions of different modes of regulation but did differ qualitatively, with the high self-rated group's strategy enactment being more deliberate, targeted, and cohesive than that of the lower self-rated group. Our findings expand understanding of socially shared metacognitive strategies, which has implications for those who aim to improve collaboration by promoting appropriate group-level processes. • Socially shared metacognition was qualitatively analyzed and compared in groups. • Code mapping showed four types of sequential cognitive and metacognitive processes. • The high self-rated group used more deliberate and targeted strategies. • The high self-rated group utilized a “more regulated other.” • The “more regulated other” helped the group navigate group-level regulation.