This case study explores cognitive, motivational and socio-emotional challenges experienced in collaborative learning, how conflict emerges and what students’ emotional reactions and interpretations are. Collaborative work of 22 higher... more
This case study explores cognitive, motivational and socio-emotional challenges experienced in collaborative learning, how conflict emerges and what students’ emotional reactions and interpretations are. Collaborative work of 22 higher education students was followed during a three month course. All face-to-face group sessions were videotaped (33 hours), and cued retrospective recall interviews (with video stimulus) were conducted. The results indicate the differences between the groups with respect to the amount and the types of challenges. One case group was chosen (one that experienced more and particularly socio-emotional challenges) for the in-depth interaction analysis. Their overruling, status-centric, undermining and normative interaction created a socio-emotional conflict. Students were unable to maintain a well-balanced atmosphere, which led them to adopt avoidance-focused emotion regulation behaviour and to lower their on-task engagement.
Key words: Case study, collaborative learning, conflict, emotion regulation, video data
Key words: Case study, collaborative learning, conflict, emotion regulation, video data
Collaborative learning is not self-evidently successful in terms of achieving high-level learning outcomes and positive learning experiences and thus, such learning invites active self- and shared-regulation from the group members. This... more
Collaborative learning is not self-evidently successful in terms of achieving high-level learning outcomes and positive learning experiences and thus, such learning invites active self- and shared-regulation from the group members. This study implements a process-oriented approach to explore what kinds of monitoring activities groups use to regulate their learning and how differently performing groups differ in terms of the amount, quality and temporal variation of their activities. Five groups of teacher-education students (N = 22) were observed throughout a three-month course. Video recordings (33 hours) of face-to-face group interaction (N = 12,931 speech turns) and pre- and post-tests of students’ knowledge were collected. The well-performing group monitored content understanding more often and from the very beginning of the group work, while their weak-performing counterparts focused on monitoring task-level activities. Furthermore, the well-performing group was active at both the individual and group level through monitoring their own and each other’s understanding.
Keywords: Case study; collaborative learning; knowledge co-construction; monitoring activities; video data
Keywords: Case study; collaborative learning; knowledge co-construction; monitoring activities; video data
