Sequential Patterns in Social Interaction States for Regulation in Collaborative Learning

This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students (N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, s...

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Veröffentlicht in:Small group research Jg. 54; H. 4; S. 512 - 550
Hauptverfasser: Vuorenmaa, Eija, Järvelä, Sanna, Dindar, Muhterem, Järvenoja, Hanna
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Los Angeles, CA SAGE Publications 01.08.2023
SAGE PUBLICATIONS, INC
Schlagworte:
Collaboration
Collaborative learning
Cooperative learning
Joint participation
Learning
Physics
Regulation
Secondary school students
Secondary schools
Social interaction
Social participation
interaction
cognition
social
group process
collaborative learning
ISSN:1046-4964, 1552-8278
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Zusammenfassung:This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students (N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, social interaction, and group-level regulation types of co- and socially shared regulation. The results show that group-level regulation emerged most frequently in social interaction state that included cognitive and socioemotional interaction and whole-group participation, which also led to and followed regulation most frequently. The findings highlight the role of joint participation in social interactions for regulation of learning in collaborative group settings.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1046-4964
1552-8278
DOI:10.1177/10464964221137524