Exploring temporal sequences of regulatory phases and associated interactions in low- and high-challenge collaborative learning sessions

Sobocinski, Márta; Malmberg, Jonna; Järvelä, Sanna

doi:10.1007/s11409-016-9167-5

Cited by 46 publications

(30 citation statements)

References 43 publications

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“…Research demonstrates that groups' regulatory processes are different under varying levels of challenges (Sobocinski, Malmberg, & Järvelä, 2017). Sobocinski et al examined the temporality of the regulatory phases (forethought, performance, and reflection) in high and low challenge events across eleven collaborative groups.…”

Section: Regulating During Motivationally Challenging Situationsmentioning

confidence: 99%

Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration

Bakhtiar

Hadwin

2020

FLR

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The cognitive and social demands of collaboration can raise significant motivation challenges. Task progression relies on team members strategically taking control of the problems and adapting accordingly. Theory indicates that productive collaboration involves groups using three modes of regulation: self-regulation, co-regulation, and socially shared regulation. Despite research demonstrating the occurrence of all three modes in collaboration, it is unclear how these modes interact and how co-regulation supports the emergence of self-and shared-regulation of motivation. The study aimed to examine the role co-regulation played in dynamically stimulating the emergence of self-and shared-regulation of motivation. A cross-case comparison was conducted between two groups who experienced high levels of motivation challenges but achieved contrasting perceptions of the overall team learning productivity. During analysis, groups' dynamic regulatory processes within the online environment were visually represented using a tool called the Chronologicallyordered Representation for Tool-Related Activity (CORDTRA). Findings demonstrate that coregulation of motivation may afford and thwart the emergence of self-and shared-regulation, and these processes interacted with the group's situational challenges and the regulatory skills group members possessed. Comparisons between the two groups indicated that groups' motivation regulation should (a) match the demands of the challenges at hand, (b) be positively supported by group members through co-regulation, and (b) involve a more varied strategic responses so that the group may continue to learn and co-construct knowledge effectively as a team.

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Section: Regulating During Motivationally Challenging Situationsmentioning

confidence: 99%

Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration

Bakhtiar

Hadwin

2020

FLR

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“…At the macro-level, several studies have shown that different learning processes can be observed in (groups of) learners who learn under different task conditions (Bannert, Reimann, & Sonnenberg, 2014;Sobocinski, Malmberg, & Järvelä, 2017;Sonnenberg & Bannert, 2015), or who have different learning outcomes (Schoor & Bannert, 2012). As learners gain experience in a task, they may approach the task differently (see e.g., expertise reversal effect; Kalyuga et al, 2003).…”

Section: Macro-level Navigation Patternsmentioning

confidence: 99%

Children’s Macro-Level Navigation Patterns in Hypermedia and their Relation with Task Structure and Learning Outcomes

Paans

Molenaar

Segers

2020

FLR

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This study investigated macro-level navigation patterns in children's hypermedia learning, and how they related to task structure and learning outcomes. For this purpose, 5th and 6th grade learners performed a hypermedia assignment in which a high (n=57) versus a low (n=54) level of structure was provided. By means of qualitative analyses of their navigation activities, 6 macro-level navigation patterns were distinguished: linear reading, selective reading, video viewing, massed writing, late onset writing, and unpredictable reading. Results showed that the linear reading pattern was more frequent in the high structure environment, and that both the high structure environment and the linear reading pattern were associated with the highest quality of the children's written assignments. Navigation patterns and task structure did not clearly predict children's declarative knowledge gains or knowledge transfer. These findings show that there are multiple ways to navigate through a hypermedia environment, but that these are not all equally successful for learning. Moreover, the provided task structure in the environment may affect the occurrence of successful navigation patterns.

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“…We ground this study in the increasing empirical understanding of the multifaceted interaction processes involved in collaborative learning, integrating cognitive, and affective components as the core of collaboration (Volet et al, 2009;Järvel et al, 2010Järvel et al, , 2013Näykki et al, 2014;Ucan and Webb, 2015;Sobocinski et al, 2016;Isohätälä et al, 2019a;Vuopala et al, 2019). In theory, collaborative learning requires group members to be aware of and to coordinate with their cognitive, metacognitive, motivational, and emotional resources and efforts (Hadwin et al, 2018).…”

Section: Collaborative Learning As a Cognitive And Affective Learningmentioning

confidence: 99%

Affective Learning in Digital Education—Case Studies of Social Networking Systems, Games for Learning, and Digital Fabrication

et al. 2019

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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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Exploring temporal sequences of regulatory phases and associated interactions in low- and high-challenge collaborative learning sessions

Cited by 46 publications

References 43 publications

Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration

Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration

Children’s Macro-Level Navigation Patterns in Hypermedia and their Relation with Task Structure and Learning Outcomes

Affective Learning in Digital Education—Case Studies of Social Networking Systems, Games for Learning, and Digital Fabrication

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