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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Bibliographic Details
Published in:Small group research Vol. 54; no. 4; pp. 512 - 550
Main Authors: Vuorenmaa, Eija, Järvelä, Sanna, Dindar, Muhterem, Järvenoja, Hanna
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.08.2023
SAGE PUBLICATIONS, INC
Subjects:
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
Online Access:Get full text
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Summary: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.
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ISSN:1046-4964
1552-8278
DOI:10.1177/10464964221137524