{"id":52722,"date":"2022-12-06T16:14:19","date_gmt":"2022-12-06T16:14:19","guid":{"rendered":"https:\/\/blogs.ua.pt\/cidtff\/?p=52722"},"modified":"2022-12-06T16:14:19","modified_gmt":"2022-12-06T16:14:19","slug":"artigo-conceptual-overview-on-corl-narrative-literature-review","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=52722","title":{"rendered":"Artigo | Conceptual overview on corl: narrative literature review"},"content":{"rendered":"
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<\/strong>Fernanda Cristina Ribeiro Faria<\/strong>, Daniela Pedrosa (CIDTFF), Betina da Silva Lopes (CIDTFF) & <\/strong>Rodrigo Faria<\/strong> | In ICERI2022 Proceedings: 15th annual International Conference of Education, Research and Innovation<\/em>, pp. 7490-7498<\/strong><\/p>\n\n\n\n

Excerto do resumo:<\/strong><\/p>\n\n\n\n

This work intends clarifies how the construct of CoRL is approached by the specialized literature and provide an overview about this concept. We adopted a narrative literature review methodology to identify the overview of how CoRL is understood and the dimensions that comprise its meaning. It was searched for papers from journals and proceedings, without time delimitation, in the Web of Science (Wos) database with the Boolean expression “co-regulation of learning” and “co-regulated learning”.<\/p>\n\n\n\n

We identified 45 papers, but were considered only studies in English, Spanish, and Portuguese. In this stage the study in Serbian was eliminated.
Because the nature of this study, after filtering, we excluded the papers that didn\u2019t conceptualize CoRL.<\/p>\n\n\n\n

In the extraction phase we performed floating reading of the 44 papers to identify how the authors understood CoRL, 3 papers were excluded because didn\u2019t contribute to conceptualizing CoRL, remaining 41 eligible papers.<\/p>\n\n\n\n

After the extraction phase – using the content analysis technique proposed by Bardin (1977) – we did a textual pre-analysis where, through categorical analysis, we divided the text into categories and we analogy grouped them. To concretize the categories, we explored the material extracted and grouped them, resulting in 3 final categories:<\/p>\n\n\n\n

  1. What is CoRL;<\/li>
  2. What is the purpose of CoRL; and<\/li>
  3. How CoRL it\u2019s happening.
    It is possible to deduce that CoRL is a social regulation, considering that learning can be mediated by other people (e.g., peers and teachers) or by external sources (e.g., didactic materials).<\/li><\/ol>\n\n\n\n

    ver mais<\/a><\/p>\n\n\n\n

    – – – – –<\/p>\n\n\n\n

    Refer\u00eancia:
    Faria, F., Pedrosa, D., Lopes, B., & Faria, R. (2022).\u00a0Conceptual overview on corl: narrative literature review. In\u00a0ICERI2022 Proceedings: 15th annual International Conference of Education, Research and Innovation<\/em> (pp. 7490-7498). https:\/\/dx.doi.org\/10.21125\/iceri.2022.1903<\/p>\n","protected":false},"excerpt":{"rendered":"

    Fernanda Cristina Ribeiro Faria, Daniela Pedrosa (CIDTFF), Betina da Silva Lopes (CIDTFF) & Rodrigo Faria | In ICERI2022 Proceedings: 15th annual International Conference of Education, Research and Innovation, pp. 7490-7498 Excerto do resumo: This work intends clarifies how the construct of CoRL is approached by the specialized literature and provide an overview about this concept. […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[32,47,14,5],"tags":[],"class_list":["post-52722","post","type-post","status-publish","format-standard","hentry","category-artigos","category-comunicacoes","category-destaques","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t