Sobocinski, M., Järvelä, S., Malmberg, J. et al. How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?. Metacognition Learning 15, 99–127 (2020). https://doi.org/10.1007/s11409-020-09224-w
How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?
|Author:||Sobocinski, Márta1; Järvelä, Sanna1; Malmberg, Jonna1;|
1Learning and Educational Technology Research Unit, University of Oulu, P.O.BOX 2000, FIN-90014, Oulu, Finland
2Center for Machine Vision and Signal Analysis, University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 1.7 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2020110288979
|Publish Date:|| 2020-11-02
In collaborative learning situations, monitoring is needed to maintain common progress toward shared goals. The present study aimed to analyze group-level monitoring events, as well as groups’ reactions to these events, to identify instances of adaptive regulation and maladaptive behavior. Three dimensions of monitoring events were qualitatively coded from video data: the monitoring target, valence, and phase, which provided insight into identifying critical moments during the collaborative process when regulation is needed. By looking at what kind of monitoring the groups engaged in, and how the groups progressed after the need for regulation arose, different types of adaptive regulation and maladaptive behavior were distinguished. In addition, group-level physiological state transitions in the heart rate were explored to see whether changes in regulation (adaptive regulation and maladaptive behavior) were reflected in the state transitions. Nine groups of three students each participated in a collaborative exam for an advanced high school physics course, during which video and heart rate data were collected. The results showed that on-track sequences were the most common, followed by adaptive sequences. The temporality of these sequences was examined, and four categories of group progress are described with case examples. A correlation analysis showed that physiological state transitions were positively correlated with on-track sequences. The opportunities and limitations of using three dimensions of monitoring and heart-rate based physiological state transitions to study adaptive regulation are discussed.
Metacognition and learning
|Pages:||99 - 127|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
Research funded by the Finnish Academy, Project no. 275440.
|Academy of Finland Grant Number:||
275440 (Academy of Finland Funding decision)
© The Author(s) 2020. 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/.