Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study

Näykki, Piia; Isohätälä, Jaana; Järvelä, Sanna; Pöysä-Tarhonen, Johanna; Häkkinen, Païvi

doi:10.1007/s11412-017-9259-5

Cited by 64 publications

(41 citation statements)

References 82 publications

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“…Read and discuss the feedback your group has received. Groups' collaborative learning was supported by a macro-script that facilitated discussion about goals, progress, and challenges of the group and the task (Näykki, Isohätälä, Järvelä, Pöysä-Tarhonen, & Häkkinen, 2017). The 2 to 5 minute scripted discussions took place at the beginning and end of each group work session, and once during the group work.…”

Section: Research Questionsmentioning

confidence: 99%

Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning

Isohätälä

Näykki

Järvelä

2019

Small Group Research

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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.

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Section: Research Questionsmentioning

confidence: 99%

Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning

Isohätälä

Näykki

Järvelä

2019

Small Group Research

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“…All these case studies and related data collections illustrate participants' experiences during the digital learning. As research of affective learning in digital education emerges, a key direction for future studies is to explore how tools and technologies support affective learning and interaction, but also how different types of pedagogical designs can scaffold affective learning (Näykki et al, 2017a). Design studies could explore and develop tools and design principles to support the use of social media tools in learning, the design and use of games for learning, and the involvement of makers and digital fabrication activities in educational settings.…”

Section: Discussion-how To Design Cognitively Effortful and Affectivementioning

confidence: 99%

“…In our research, we have been particularly interested in the role of emotions as a part of groups' coordinated learning processes-how group members experience emotions and how they express their emotions in order to maintain and restore (when needed) a socio-emotionally secure atmosphere for learning and collaboration (Näykki et al, 2014). This has been done by observing student groups' interaction processes to understand how emotions are expressed, reflected, and shaped by social interaction (Baker et al, 2013;Isohätälä et al, 2017;Näykki et al, 2017a).…”

Section: Collaborative Learning As a Cognitive And Affective Learningmentioning

confidence: 99%

“…In other words, scripts support collaborative processes by specifying, sequencing, and distributing the activities that learners are expected to engage in during collaboration (Dillenbourg, 2002;Kollar et al, 2006). Scripts typically aim to smooth coordination and communication, but there are also scripts that aim to promote high-level socio-cognitive activities-e.g., explaining, arguing, and question asking (Weinberger et al, 2005;Fischer et al, 2013;Tsovaltzi et al, 2017)-or acknowledge and promote socio-emotional activities (Näykki et al, 2017a).…”

Section: How To Enhance Opportunities For Cognitive and Affective Leamentioning

confidence: 99%

“…Engaging in these cognitive and affective processes is not necessarily spontaneous, therefore, it is essential to support students' learning processes. One way to promote productive collaborative learning is through the use of pedagogical scripts that have been used for guiding learners to engage both in knowledge co-construction and in affective processes (Dillenbourg, 2002;King, 2007;Fischer et al, 2013;Näykki et al, 2017a;Wang et al, 2017). This case study presents research in which Facebook was used as a platform for argumentation.…”

Section: Case 1: Social Networking Systems For Supporting Equal Partimentioning

confidence: 99%

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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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Collaborative Learning and Patterns of Practice

Chounta

2020

Encyclopedia of Education and Information Technologies

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Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study

Abstract: Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script-an exploratory study

Cited by 64 publications

References 82 publications

Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning

Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning

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

Collaborative Learning and Patterns of Practice

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