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dc.contributor.authorNäykki, Piia
dc.contributor.authorIsohätälä, Jaana
dc.contributor.authorJärvelä, Sanna
dc.contributor.authorPöysä-Tarhonen, Johanna
dc.contributor.authorHäkkinen, Päivi
dc.date.accessioned2019-11-20T12:31:38Z
dc.date.available2019-11-20T12:31:38Z
dc.date.issued2017fi
dc.identifier.citationNäykki, P., Isohätälä, J., Järvelä, S., Pöysä-Tarhonen, J., & Häkkinen, P. (2017). Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study. <em>International Journal of Computer-Supported Collaborative Learning</em>, 12 (3), 251-279. <a href="https://doi.org/10.1007/s11412-017-9259-5">doi:10.1007/s11412-017-9259-5</a>fi
dc.identifier.otherTUTKAID_75092
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/66455
dc.description.abstractThis study examines student teachers’ collaborative learning by focusing on socio-cognitive and socio-emotional monitoring processes during more and less active script discussions as well as the near transfer of monitoring activities in the subsequent task work. The participants of this study were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six weeks environmental science course. The script divided the group work into three phases, namely: the orientation phase, intermediate phase, and reflection phase. The script was put in use by prompting questions that were delivered to the students on tablets. Question prompts instructed groups to plan their collaborative processes, and to stop and reflect on the efficiency of their strategies and outcomes of their learning process. The data were collected by videotaping the groups’ face-to-face work and analysed by focusing on verbalised monitoring interactions. More active and less active script discussions were differentiated in terms of the length and the quality of discussion. The results show that the macro script was used more thoroughly at the beginning of the group activities for orientation than for coordinating the progress or reflecting on the performance. Active script discussions involved more monitoring activities, especially providing socio-emotional support. Once socio-emotional support was stimulated in the more active script discussion, it tended to follow-up during the task work. It can be concluded, that the groups appropriated the script differently in different situations and with varied success. The implications of facilitating socio-cognitive and socio-emotional monitoring in collaborative learning are discussed.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer US; International Society of the Learning Sciences, Inc.
dc.relation.ispartofseriesInternational Journal of Computer-Supported Collaborative Learning
dc.rightsIn Copyright
dc.subject.otheryhteisöllinen oppiminenfi
dc.subject.othermonitorointifi
dc.subject.othermacro-scriptfi
dc.subject.othersocio-cognitive monitoringfi
dc.subject.othersocio-emotional monitoringfi
dc.subject.otherregulationfi
dc.subject.otherscript appropriationfi
dc.subject.othervideo analysisfi
dc.titleFacilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory studyfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201911184915
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitos
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-11-18T07:15:18Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange251-279
dc.relation.issn1556-1607
dc.relation.numberinseries3
dc.relation.volume12
dc.type.versionacceptedVersion
dc.rights.copyright© International Society of the Learning Sciences, Inc. 2017
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/s11412-017-9259-5


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