University of Oulu

Isohätälä, J., Näykki, P., & Järvelä, S. (2020). Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning. Small Group Research, 51(2), 229–264.

Convergences of joint, positive interactions and regulation in collaborative learning

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Author: Isohätälä, Jaana1; Näykki, Piia1; Järvelä, Sanna1
Organizations: 1Learning and Educational Technology research unit, University of Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.7 MB)
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Language: English
Published: SAGE Publications, 2020
Publish Date: 2019-11-19


This qualitative study explores the convergences of small groups’ joint, positive interactions and regulation in social interaction during collaborative learning. We analyzed the video-recorded social interactions of five groups of student teachers during environmental science tasks. We examined the frequency and functions of the situations in which joint participation and positive socioemotional interaction converged with regulation (planning, monitoring, and evaluating) in social interaction. The results show that when groups planned, monitored, or evaluated their learning, they participated more jointly in social interaction and showed more socioemotional support than in interactions with no observed regulation. The situations in which these elements converged served three functions: establishing agreement, responding to challenges or mistakes, and discussing strengths and weaknesses. The results suggest that the convergences of joint, positive interactions and regulation in social interaction can serve a function that is meaningful for collaborative learning progress.

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Series: Small group research
ISSN: 1046-4964
ISSN-E: 1552-8278
ISSN-L: 1046-4964
Volume: 51
Issue: 2
Pages: 229 - 264
DOI: 10.1177/1046496419867760
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by the Academy of Finland (273970 and 316129).
Academy of Finland Grant Number: 316129
Detailed Information: 316129 (Academy of Finland Funding decision)
Copyright information: © The Author(s) 2019. Reprinted by permission of SAGE Publications.