Sequential patterns in social interaction states for regulation in collaborative learning

Abstract

<div lang="en" class="abs"><p class="abs_header">Abstract</p><p>This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students (<em>N</em> = 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.</p></div>