Suchergebnisse

This article presents a case study that investigated primary school students' social interaction while working in small groups in science. The aim was to identify what characterizes and triggers students' efficacious interaction in collaborative learning situations. This was done by exploring and analyzing students' and groups' task involvement and the quality of their activity. The micro-level analysis proceeded first by identifying episodes of group task involvement and evaluating the quality of these interaction episodes. Next, the transitions between episodes were explored by identifying what triggered the shifts between task involvement levels. Ten hours of video observation data captured fourth-grade students, aged 9 to 10, in two groups of 3 students studying "the vital conditions of life" for 5 weeks. The main findings indicated that efficacious interaction demanded collaboration between group members and required active participation and productive on-task working. Three types of triggers were found to cause changes in students' activity, of which the group progress trigger was the most powerful for increasing, and the contextual trigger the most powerful for decreasing the activity. These findings shed light on certain aspects of efficacious interaction that will help us to identify details of efficacious interaction in future studies.

This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students ( N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, social interaction, and group-level regulation types of co- and socially shared regulation. The results show that group-level regulation emerged most frequently in social interaction state that included cognitive and socioemotional interaction and whole-group participation, which also led to and followed regulation most frequently. The findings highlight the role of joint participation in social interactions for regulation of learning in collaborative group settings.

This study explored the relationship between individual self-regulated learning (SRL), socially shared regulation of learning (SSRL), and group performance plus the effect of an intervention promoting SSRL. We hypothesized that SRL would influence SSRL and group performance as groups with high SRL students will be better regulated and that the intervention would promote SSRL over time. The results revealed a significant relationship between SRL and SSRL, but no significant effects of the intervention on group performance. The limitations of the intervention are discussed and form the basis for future design of environments to promote SSRL. The main conclusion is that SRL is an important predictor of SSRL and should be considered when designing small group activities and their environments.