Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning

Malmberg, Jonna; Järvelä, Sanna; Järvenoja, Hanna

doi:10.1016/j.cedpsych.2017.01.009

Cited by 155 publications

(111 citation statements)

References 62 publications

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“…However, previous educational studies have shown that students have difficulties effectively planning, monitoring and adapting to collaborative efforts . Recent studies have also shown that students’ own socioemotional processes together with interactive self‐, co‐ and shared‐regulation play important roles in successful collaboration , and that both ‘scripting’ and ‘group awareness tools’ can facilitate collaboration .…”

Section: Introductionmentioning

confidence: 99%

Digital collaborative learning in nursing education: a systematic review

Männistö

Mikkonen

Kuivila

et al. 2019

Scandinavian Caring Sciences

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Section: Introductionmentioning

confidence: 99%

Digital collaborative learning in nursing education: a systematic review

Männistö

Mikkonen

Kuivila

et al. 2019

Scandinavian Caring Sciences

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“…Se trata de un emergente irreductible a la individualidad de cada sujeto involucrado, cuya base es una auténtica comunicación que permite conectar interpretaciones inicialmente autorreferenciales y lograr la construcción de un entendimiento compartido de la situación. En ese sentido, el lenguaje posee un rol central a partir de dos funciones principales: comunicacional, porque permite intercambiar significados y construir un campo de significación compartida acerca de la tarea (Mortimer y Wertsch, 2003); y psicológica, referida a la regulación y la planificación de la actividad y el pensamiento, dirigidos al propio sujeto (auto-regulación), al compañero (co-regulación) y a la propia actividad co-construida (regulación compartida), según la distinción conceptual más reciente (Grau y Whitebread, 2012;Iiskala et al, 2011;Isohätälä et al, 2017;Malmberg et al, 2017).…”

Section: Intersubjetividadunclassified

Pensar el conocimiento escolar desde el socioconstructivismo: interacción, construcción y contexto

Castellaro¹,

Peralta²

2020

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El objetivo del artículo es desarrollar una serie de formulaciones en torno a conceptos provenientes del socioconstructivismo que consideramos como recursos valiosos cuando se trata de pensar e interpretar los procesos de construcción de conocimiento escolar. Primero, como punto de partida, se presenta una definición de socioconstructivismo en el marco de la psicología del desarrollo y de la educación. Segundo, se desarrolla una serie de conceptos socioconstructivistas que entendemos como relevantes y pertinentes para su aplicación al ámbito educativo. Tercero, reflexionamos sobre el carácter fundamentalmente interactivo de los procesos de construcción de conocimiento en el aula y sobre los diferentes aspectos intervinientes. Se concluye acerca del carácter integrador del socioconstructivismo, en tanto aglutina un abanico de nociones que contribuyen al diseño de diferentes estrategias pedagógicas, aunque todas basadas en el mismo supuesto central: la interacción sociocognitiva como fundamento necesario del proceso de construcción del conocimiento.The purpose of this article is to develop a series of formulations surrounding concepts from social constructivism which we consider valuable resources for examining and interpreting the processes of construction of school knowledge. First, as point of departure, we present a definition of social constructivism in the framework of the developmental and educational psychology. Second, we develop a series of social constructivist concepts which we understand as relevant and pertinent for application in an educational context. Third, we reflect on the fundamentally interactive nature of processes of construction of knowledge in the classroom and on the different intervening factors. We conclude by discussing the integrating nature of social constructivism, as a perspective which agglutinates a broad spectrum of notions which contribute to the design of different pedagogic strategies, although all based on the same central assumption: social cognitive interaction as the necessary foundation for the process of construction of knowledge. * Investigador del Instituto Rosario de Investigaciones en Ciencias de la Educación (IRICE) (Argentina). Doctor en Psicología. Línea de investigación: procesos sociales y cognitivos del aprendizaje. Publicaciones recientes: (2020, en coautoría con N.S. Peralta y J.M. Curcio), "Estudio secuencial de la interacción sociocognitiva durante la resolución de problemas lógicos",

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“…In the majority of studies implementing multiple process data, the operationalisation of regulatory interactions and behaviours are limited to 'cognitive' episodes alone. For example, Malmberg, Järvenoja and Järvelä (2017) explored the sequential patterns of self-, co-, and socially-shared regulation of learning in the context of collaborative learning but focused solely on cognitive and metacognitive processes. While this body of research has progressed well, providing understanding, for example, of temporal manifestation and patterns of regulated learning in individual and group contexts (e.g., Molenaar & Chiu, 2014;Sonnenberg & Bannert, 2015;Zheng & Yu, 2016), it still has often undermined the salience of motivational and affective processes and beliefs (Hadwin et al, 2017).…”

Section: Claim: Motivation and Emotion Regulation Is Intertwined Withmentioning

confidence: 99%

“…Currently, we are progressing in our analysis of different motivational and emotional indicators that contribute to the process of regulated learning and provide evidence on how motivation and emotion regulation plays a role in group interaction during collaborative learning (Järvenoja et al, 2015;Malmberg et al, 2017;Malmberg, Järvelä, Holappa, Haataja, Siipo, & Huang, 2018). At the moment, we are exploring how the research on motivation and emotion regulation in collaborative learning could benefit from implementation of physiological measures.…”

Section: Claim: Motivation and Emotion Regulation Is Intertwined Withmentioning

confidence: 99%

Capturing motivation and emotion regulation during a learning process

Järvenoja

Järvelä

Törmänen

et al. 2018

FLR

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This paper describes our research approach in which we have focused on situational and contextual variations in motivation and emotion regulation to better understand its role, appearance and function in collaborative learning situations. We have used research designs that employ process-oriented measures combined with subjective interpretations to capture motivation and emotion regulation. Analysing on-line process data poses several challenges such as variation in the granularity of different data sources, problems that emerge due to the complexity of contextual and situational factors in ecologically-valid learning situations or, currently, challenges in the use of multiple data channels and their analyses.In this paper, we present three claims underlying our research, particularly the motivation and emotions and their regulation in learning. The claims are as follows: (1) motivation and emotion regulation is situation and context specific, (2) motivation and emotion regulation is influenced by multi-layered nature of motivation and (3) Motivation and emotion regulation is intertwined with other processes of learning and can be captured from their temporal manifestation. We present an example from our empirical study to discuss how these claims have led us to employ multiple process-oriented methods that include both subjective and objective data sources, including different combinations of situation-specific self-reports, video and physiological data. We then describe opportunities and challenges involved in the empirical studies.

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Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning

Cited by 155 publications

References 62 publications

Digital collaborative learning in nursing education: a systematic review

Digital collaborative learning in nursing education: a systematic review

Pensar el conocimiento escolar desde el socioconstructivismo: interacción, construcción y contexto

Capturing motivation and emotion regulation during a learning process

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