Abstract
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.
Highlights
Productive collaborative learning and working is a multifaceted interaction process that integrates cognitive, motivational, and emotional components as a core of collaboration (Baker, Andriessen, & Jarvela, 2013; Barron, 2003; Borge, Ong, & Rose, 2018; Isohatala, Naykki, & Jarvela, 2019)
The case analysis was used for exploring in more detail how the challenges emerged during group interaction and how the case group used scripted discussions to elaborate on their challenges; we examined whether or not they were thinking about possible challenge resolutions during their discussions
We describe the progress of the task in four phases: phase 1 illustrates a challenge encountered during work at the beginning of the class; phase 2 showcases how challenges were described during the scripted interaction at the midpoint of the session; phase 3 illustrates another challenge during work on the task; and phase 4 shows how the group described their challenges at the end of the session
Summary
Productive collaborative learning and working is a multifaceted interaction process that integrates cognitive, motivational, and emotional components as a core of collaboration (Baker, Andriessen, & Jarvela, 2013; Barron, 2003; Borge, Ong, & Rose, 2018; Isohatala, Naykki, & Jarvela, 2019). Collaborative learning requires group members to be aware of and to coordinate their cognitive, metacognitive, motivational, and emotional resources and processes (Hadwin, Jarvela, & Miller, 2018; Jarvela, Jarvenoja, & Malmberg, 2019). This involves students sharing their thinking and understanding, as well as showing verbally and behaviourally their commitment and motivation to the task and the group (Jarvenoja, Jarvela, & Malmberg, 2017). Received 7 April 2020; Received in revised form 13 June 2021; Accepted 17 June 2021. Challenges can be related to disruptive affective reactions within the group at the emotional level
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