Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning

Abstract

This qualitative study explores the convergences of small groups' joint and positive interactions and regulation in social interaction during collaborative learning. We analyzed the video-recorded social interactions of five groups of student teachers during environmental science tasks. We examined the frequency and functions of the situations in which joint participation and positive socio-emotional interaction converged with regulation (planning, monitoring, and evaluating) in social interaction. The results show that when groups planned, monitored, or evaluated their learning, they participated more jointly in social interaction and showed more socio-emotional support than in interactions with no observed regulation. The situations in which these elements converged served three functions: establishing agreement, responding to challenges or mistakes, and discussing strengths and weaknesses. The results suggest that the convergences of joint and positive interactions and regulation in social interaction can serve a function that is meaningful for collaborative learning progress.

Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

“…Other research has shown that co-occurrence of socioemotionally positive interactions and regulation support a meaningful collaborative learning process (e.g. Isohätälä, Näykki, & Järvelä, 2020); this aspect warrants future investigation. In the present study, we also did not consider students' prior knowledge.…”

Mapping 50 Years of Small Group Research Through Small Group Research

“…Third, qualitative research was more heavily embraced and used to investigate phenomena such as groupthink (Lee, 2019), team learning (Zoethout et al, 2017), meetings (Köhler et al, 2012), and collaborative learning (Isohätälä et al, 2020), among others. This marks an important development as the incorporation of qualitative analyses into this traditionally quantitative field can allow deeper insight into the nuances surrounding the complexity of group interaction.…”

Social sensitivity: a manifesto for CSCL research

“…In contrast, Hadwin et al ( 2018 ) found major diversions in terms and definitions in contemporary research related to social aspects of regulation: for example, socially shared regulation has been considered as social regulation or interpersonal regulation. Similarly, socio-emotional interaction has been operationalized in various ways: some studies have focused on encouragements, compliments, or acts of politeness as positive socio-emotional interaction (Isohätälä et al, 2020 ), while some studies additionally include elements of cohesive participation as signs of positive socio-emotional interaction (Sinha et al, 2015 ). Similarities and conflicts between concepts are also debatable: it is often argued that empathy helps people better understand others, but Bloom ( 2016 ) argues that trying to feel the pain of others can distort our reasoning, make us biased, tribal, and even cruel.…”