University of Oulu

Jaana Isohätälä, Piia Näykki & Sanna Järvelä (2020) Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation, Scandinavian Journal of Educational Research, 64:6, 831-851, DOI: 10.1080/00313831.2019.1623310

Cognitive and socio-emotional interaction in collaborative learning : exploring fluctuations in students’ participation

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Author: Isohätälä, Jaana1; Näykki, Piia1; Järvelä, Sanna1
Organizations: 1Faculty of Education, University of Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.6 MB)
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Language: English
Published: Informa, 2020
Publish Date: 2020-12-03


Collaborative learning involves fluctuations in how students participate in social interaction and how they engage in interactions that are cognitive (e.g., sharing knowledge, monitoring learning) and more socio-emotional (e.g., encouragement, positive appraisal) in nature. Few studies have investigated how participation in social interaction fluctuates in relation to these varying types of interaction. The aim of this process-oriented study was to explore how actively students participated in cognitive and socio-emotional interactions and what characterized the moments when participation changed during transitions between the types of interaction. The qualitative analysis focused on video-recorded collaborative learning of six groups of student teachers (N = 24). We found that socio-emotional interaction involved more active participation than cognitive interaction. Changes in participation during transitions between types of interaction were characterized by shifts between domain-focused and metacognitive activities. Implications for supporting and studying productive social interaction in collaborative learning are discussed.

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Series: Scandinavian journal of educational research
ISSN: 0031-3831
ISSN-E: 1470-1170
ISSN-L: 0031-3831
Volume: 64
Issue: 6
Pages: 831 - 851
DOI: 10.1080/00313831.2019.1623310
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This work was supported by Kulttuurin ja Yhteiskunnan Tutkimuksen Toimikunta (Academy of Finland) [Grant Number 259214, 273970, 316129].
Academy of Finland Grant Number: 259214
Detailed Information: 259214 (Academy of Finland Funding decision)
316129 (Academy of Finland Funding decision)
Copyright information: This is an Accepted Manuscript of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 03 Jun 2019, available online: