Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by two different types of virtual learning environment. Through a qualitative case study, we examined how students interacted with each other while working with collaborative tasks. Results indicate that interaction in collaborative situations was more often group-related than task-related. Group-related interaction concentrated mostly on coordination of group work, such as planning and organising group activities. Task-related interaction was mostly in the form of comments or answers to earlier messages. However, there were differences in the interaction forms according to the learning environment. The results of this study provide teachers, educators and educational coordinators guidelines for how to organise and enhance successful collaborative learning both virtually and face-to-face.

This study explores teacher education students' knowledge co-construction activities, taskrelated monitoring and script use in collaborative learning situations. The specific aims are to investigate how students engage in knowledge co-construction activities and to compare taskrelated monitoring and script use in groups with active and passive knowledge coconstruction. The participants of this study were five small groups of teacher education students (N = 19); collaborative learning in these groups was supported with a designed script for regulation of learning over a six-weeks environmental science course. The data was collected by videotaping the groups' face-to-face interaction, and analysed by focusing on verbalised knowledge co-construction activities, task-related monitoring and script use. The results show that there were differences in the quantity and quality of knowledge coconstruction activities, task-related monitoring and script use between the groups. Compared to groups with more passive knowledge co-construction, the group with more active knowledge co-construction also showed more task-related monitoring, particularly monitoring of content understanding, and more thorough use of the script for supporting their learning. Based on the findings, it was concluded that qualitative differences between groups in collaborative learning extend from differences in knowledge co-construction activities to differences in monitoring processes and the use of script.

Acknowledgement:We would like to acknowledge Sees-Editing Ltd (http://www.seesediting.co.uk) service for improving the language and helping us to communicate our findings to readers of the Journal. AbstractCollaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of digital educational intervention on collaborative learning in nursing education.The intervention group (n=87) studied using collaborative digital learning environment and the control group (n=38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education.

Technological innovations, such as social networking systems, games for learning, and digital fabrication, are extending learning and interaction opportunities of people in educational and professional contexts. These technological transformations have the ability to deepen, enrich, and adaptively guide learning and interaction, but they also hold potential risks for neglecting people's affective learning processes-that is, learners' emotional experiences and expressions in learning. We argue that technologies and their usage in particular should be designed with the goal of enhancing learning and interaction that acknowledges both fundamental aspects of learning: cognitive and affective. In our empirical research, we have explored the possibility of using various types of emerging digital tools as individual and group support for cognitively effortful and affectively meaningful learning. We present four case studies of experiments dealing with social networking systems, programming with computer games, and "makers culture" and digital fabrication as examples of digital education. All these experiments investigate novel ways of technological integration in learning by focusing on their affective potential. In the first study, a social networking system was used in a higher education context for providing a forum for online learning. The second study demonstrates a Minecraft experiment as game-based learning in primary school education. Finally, the third and the fourth case study showcases examples of "maker" contexts and digital fabrication in early education and in secondary school. It is concluded that digital systems and tools can provide multiple opportunities for affective learning in different contexts within different age groups. As a pedagogical implication, scaffolding in both cognitive and affective learning processes is necessary in order to make the learning experience with emerging digital tools meaningful and engaging.

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