University of Oulu

Kateryna Zabolotna, Jonna Malmberg, Hanna Järvenoja, Examining the interplay of knowledge construction and group-level regulation in a computer-supported collaborative learning physics task, Computers in Human Behavior, Volume 138, 2023, 107494, ISSN 0747-5632,

Examining the interplay of knowledge construction and group-level regulation in a computer-supported collaborative learning physics task

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Author: Zabolotna, Kateryna1; Malmberg, Jonna1; Järvenoja, Hanna1
Organizations: 1Learning and Educational Technology Research Unit, Faculty of Education, University of Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 6.5 MB)
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Language: English
Published: Elsevier, 2022
Publish Date: 2023-07-14


Group-level regulation (co-regulation (CoRL) and socially shared regulation (SSRL)) supports knowledge construction (KC), but it is not yet clear how the two phenomena intertwine in computer-supported collaborative learning (CSCL). This study aims to explore how phases of CoRL and SSRL (planning, task understanding, strategy use, evaluation) occur in relation to KC in collaborative interactions. Secondary school students (N = 34) were videotaped while collaborating in groups of three to four. Their task was to create a poster about “center of gravity” using an interactive tabletop. In the analysis, video data were coded for KC phases and phases of CoRL and SSRL. Process mining was applied to visualize sequential associations between KC and regulation as process maps. This was complemented by qualitative examples illustrating these associations in interactions. Results revealed that KC and regulation manifested either simultaneously via the same talk or interaction or prompted or followed one another. Group-level regulation guided, and supported KC. Current study contributes to CSCL research by demonstrating reciprocal relationships between KC and group-level regulation and the importance of regulation for collaboration. It also provides implications for designing pedagogical tools to support regulation and KC and advancing analytical methods that enable tracking CSCL processes for its better understanding.

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Series: Computers in human behavior
ISSN: 0747-5632
ISSN-E: 0747-5632
ISSN-L: 0747-5632
Volume: 138
Pages: 664 - 682
Article number: 107494
DOI: 10.1016/j.chb.2022.107494
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
113 Computer and information sciences
Funding: This study was supported by the GenZ strategic profiling project of the University of Oulu funded by the Academy of Finland [project No. 318930] and the University of Oulu.
Copyright information: © 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (