Constructing regulation of learning through collaborative interaction. Focus on group members' contributions
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Linnanmaa, Lo124
Topic of the dissertation
Constructing regulation of learning through collaborative interaction. Focus on group members' contributions
Doctoral candidate
Master of Arts (Education) Sara Ahola
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, Learning and Learning Processes
Subject of study
Educational sciences
Opponent
Professor Nadira Saab, Leiden University
Custos
Professor Hanna Järvenoja, University of Oulu
Regulation of learning in groups is built through interaction with others
Collaborative learning is a key way to build shared understanding among people working towards the same goal. However, this requires that group members know how to support each other, are willing to do so, and can regulate the learning process together. This is called group-level regulation of learning.
The dissertation examines how this group-level regulation of learning is constructed through interaction between group members during collaborative learning. Additionally, it investigates how the participation of group members is connected to their motivational and emotional states.
The results show that group members participate in the regulation of learning in many different ways. For example, they can guide and support each other in challenging situations, monitor the group's progress on a group task, or build a shared understanding of the task's goal through discussion. The results also show that learners' situational self-efficacy beliefs and affective states are related to how they participate in collaborative interaction. For example, belief in one's abilities or negative emotional expressions in the group can either support or hinder participation in group activities. Together, these factors shape the direction of the group's shared learning process from one situation to another.
The dissertation utilized video analysis, which allowed for a detailed examination of the regulation of learning during small group work among both university students and 7th graders. Additionally, data were collected on learners' self-efficacy beliefs and the affective states of the groups.
The dissertation provides a deeper understanding of how the regulation of learning is constructed through interaction. This is significant both for a more precise understanding of the phenomenon and for developing practical solutions. In particular, the research highlights the subtle phases and forms of participation in the regulation of learning that often go unnoticed during learning situations but can significantly impact the learning experience. Understanding these is meaningful, for example, for teachers who address learning challenges in their daily work.
The dissertation examines how this group-level regulation of learning is constructed through interaction between group members during collaborative learning. Additionally, it investigates how the participation of group members is connected to their motivational and emotional states.
The results show that group members participate in the regulation of learning in many different ways. For example, they can guide and support each other in challenging situations, monitor the group's progress on a group task, or build a shared understanding of the task's goal through discussion. The results also show that learners' situational self-efficacy beliefs and affective states are related to how they participate in collaborative interaction. For example, belief in one's abilities or negative emotional expressions in the group can either support or hinder participation in group activities. Together, these factors shape the direction of the group's shared learning process from one situation to another.
The dissertation utilized video analysis, which allowed for a detailed examination of the regulation of learning during small group work among both university students and 7th graders. Additionally, data were collected on learners' self-efficacy beliefs and the affective states of the groups.
The dissertation provides a deeper understanding of how the regulation of learning is constructed through interaction. This is significant both for a more precise understanding of the phenomenon and for developing practical solutions. In particular, the research highlights the subtle phases and forms of participation in the regulation of learning that often go unnoticed during learning situations but can significantly impact the learning experience. Understanding these is meaningful, for example, for teachers who address learning challenges in their daily work.
Last updated: 8.5.2025