How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students' interactions in two varied tasks
Zabolotna, Kateryna; Nøhr, Liv; Iwata, Megumi; Spikol, Daniel; Malmberg, Jonna; Järvenoja, Hanna (2025-01-23)
Springer
23.01.2025
Zabolotna, K., Nøhr, L., Iwata, M. et al. How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks. Intern. J. Comput.-Support. Collab. Learn 20, 171–199 (2025). https://doi.org/10.1007/s11412-024-09442-3
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© The Author(s) 2025. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
https://creativecommons.org/licenses/by/4.0/
© The Author(s) 2025. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202504152672
https://urn.fi/URN:NBN:fi:oulu-202504152672
Tiivistelmä
Abstract
Computer-supported collaborative learning (CSCL) offers a modern setting for learners to engage in meaningful (meta)cognitive and socioemotional interactions. However, the task design, not technology alone, significantly shapes students’ learning interactions. This study investigates how a conceptual physics task and a hands-on robotics task promote collaborative knowledge construction (CKC) and group-level cognitive, as well as emotion–motivation, regulation among secondary school students. Utilizing video recordings of students’ collaborative interactions and process-oriented methods, we examined the occurrence and temporal interplay of these processes from the two tasks. Transmodal network analysis complemented by qualitative case examples revealed significant differences in the nature of CKC and regulation of learning during the tasks. Cognitive processes and strong interconnections between cognitive regulation and negotiation were more typical for the conceptual physics task. The hands-on robotics task featured more frequent, but shorter, sequences of initial CKC phases and emphasized socioemotional interactions for sustained positive collaboration. This study highlights task design’s importance in collaborative learning processes and provides insights for optimizing CSCL environments for effective collaboration.
Computer-supported collaborative learning (CSCL) offers a modern setting for learners to engage in meaningful (meta)cognitive and socioemotional interactions. However, the task design, not technology alone, significantly shapes students’ learning interactions. This study investigates how a conceptual physics task and a hands-on robotics task promote collaborative knowledge construction (CKC) and group-level cognitive, as well as emotion–motivation, regulation among secondary school students. Utilizing video recordings of students’ collaborative interactions and process-oriented methods, we examined the occurrence and temporal interplay of these processes from the two tasks. Transmodal network analysis complemented by qualitative case examples revealed significant differences in the nature of CKC and regulation of learning during the tasks. Cognitive processes and strong interconnections between cognitive regulation and negotiation were more typical for the conceptual physics task. The hands-on robotics task featured more frequent, but shorter, sequences of initial CKC phases and emphasized socioemotional interactions for sustained positive collaboration. This study highlights task design’s importance in collaborative learning processes and provides insights for optimizing CSCL environments for effective collaboration.
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