University of Oulu

Piia Näykki, Jaana Isohätälä, Sanna Järvelä, “You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning, Learning, Culture and Social Interaction, Volume 30, Part A, 2021, 100536, ISSN 2210-6561,

“You really brought all your feelings out” : scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning

Saved in:
Author: Näykki, Piia1,2; Isohätälä, Jaana2; Järvelä, Sanna2
Organizations: 1Faculty of Education and Psychology, University of Jyväskylä, Finland
2Faculty of Education, University of Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.9 MB)
Persistent link:
Language: English
Published: Elsevier, 2021
Publish Date: 2021-11-16


The aim of this study is to explore how students experience and describe socio-cognitive and socio-emotional challenges in collaborative learning. The participants (N = 20) were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six-week mathematics course. The purpose of the script was to provide structured phases during the collaborative learning tasks for the group members to plan, monitor, and evaluate their workings. The video data of groups' face-to-face work was collected and analysed by focusing on the different types of challenges the groups experienced and the types of challenges they described during the scripted interaction. The results indicate that the groups experienced more socio-cognitive challenges than socio-emotional challenges. The script provided them a moment to verbalize their emotional experiences, name the emotions (i.e. frustration), and attribute the challenges and emotions more precisely than during their mathematical task. The intertwining characteristics of socio-cognitive and socio-emotional challenges were observable. Collaborative learning can be challenging for groups, and thus, the knowledge of and the ability to implement practices for becoming aware of challenges can provide a direction for students to progress towards more productive collaboration.

see all

Series: Learning, culture and social interaction
ISSN: 2210-6561
ISSN-E: 2210-657X
ISSN-L: 2210-6561
Volume: 30
Article number: 100536
DOI: 10.1016/j.lcsi.2021.100536
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This study was supported by the Academy of Finland (Grant numbers 273970; 316129). Oulu University LeaF research infrastructure has been used in the data collection.
Academy of Finland Grant Number: 316129
Detailed Information: 316129 (Academy of Finland Funding decision)
Copyright information: © 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (