Teachers and educators in different domains and educational levels attempt to motivate and engage students through learning and interaction. Teachers and educators often think that students either have interest or not, but they might not recognize that interest can be aroused by features of environments, by designing an array of teaching and learning and by different activities. The aim of this research is to explore the significant triggers among higher education students (n=74) in a sociodigital environment. The data consists of students' online discussion posts (N=68), group discussion syntheses (N=10), and essays (N=21). The content analysis identified significant triggers, and categories were clustered. The results show that the most significant triggers are collaboration, topic, and feedback. The results reveal a new understanding for a collaborative learning framework. Findings from the present study suggest that teachers and educators in different domains and levels need to pay more attention to triggers in collaborative learning, particularly in socio-digital contexts.

Purpose This study aims to discover how leadership emerges in a hospital’s trauma team in a simulated trauma care situation. Instead of investigating leadership from a leader-centric perspective, or using a metrics-based approach to reach generalizable results, the study aims to draw from post-heroic theories by applying leadership-as-practice and sociomaterial perspectives that emphasize the cultural-historical context and emergent nature of leadership. Design/methodology/approach The study was conducted in a Finnish central hospital through ethnographic observations of 14 in situ trauma simulation trainings over a period of 13 months. The data consist of vignettes developed and written from field notes. The analysis was informed by the cultural-historical activity theory. Findings Leadership in a trauma team during an in situ simulation training emerges from a complex system of agencies taking place simultaneously. Contextual elements contributed to the goal. Clarity of roles and task division, strong execution of leadership at critical points, active communication and maintenance of disciplined communication helped to overcome difficulties. The team developed coordination of the process in conjunction with the care. Originality/value The study considers trauma leadership to be a practical phenomenon emerging from the trauma team’s sociomaterial context. The results can be used to develop non-technical skills training within the field of simulation-based medical training.

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