Promoting Critical Thinking Skills with Socially Shared Regulation of Learning in Computer Supported Collaborative Learning: A theoretical Framework

Abstract

This study, under the guidance of social constructivist learning theory, proposes a theory framework that incorporates social shared regulation of learning as the independent variable to promote students’ engagement of critical thinking. The proposed theoretical framework is to assist other practitioners to apply socially shared regulation of learning in computer supported collaborative learning environment to enhance students’ critical thinking skills.