The interplay of social interaction processes and group-level regulation in collaborative learning
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
OP-Pohjola auditorium (L6)
Topic of the dissertation
The interplay of social interaction processes and group-level regulation in collaborative learning
Doctoral candidate
Master of Education Eija Vuorenmaa
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, Learning and Learning Processes
Subject of study
Educational Sciences
Opponent
Assistant Professor Annelies Raes, KU Leuven
Custos
Professor Sanna Järvelä, University of Oulu
The quality of social interaction can support or challenge the regulation of learning in groups
At its best, collaborative learning enhances students’ competencies. However, various learning-related challenges may arise during group work. Managing these challenges requires group-level regulation of learning—that is, group members collectively taking responsibility for progressing toward their goals. This group-level regulation in collaborative learning process becomes possible through interaction between students.
Eija Vuorenmaa’s doctoral research examines social interaction and its relationship with group-level regulation in collaborative learning. In addition, the study explores how these processes relate to students’ internal conditions.
The study involved lower and upper secondary school students working in small groups. The research data consisted of qualitatively analyzed video recordings, which were complemented with situational self-reports.
The results showed that students’ social interaction often did not support group-level regulation of learning. Students mainly focused on cognitive information processing or completing the task, and frequently only part of the group participated actively in the discussion. Group-level regulation of learning was observed particularly in situations where interaction combined both cognitive and emotional dimensions, and the whole group participated actively. Moreover, such interaction enhanced students’ metacognitive conditions, and were, in turn, facilitated by the students’ positive emotional conditions.
The dissertation offers new insights into how social interaction and group-level regulation of learning are intertwined in collaborative learning. This has implications for everyday school practices and teaching. The findings show that the most fruitful learning situations emerge through interaction in which group members think together, deepen their understanding, share emotions, encourage one another, or work through moments of frustration. Vuorenmaa emphasizes that this kind of interaction should be supported more intentionally to foster purposeful group-level regulation of learning. Understanding these interaction processes can inform the design and implementation of collaborative learning tasks in everyday schoolwork.
Eija Vuorenmaa’s doctoral research examines social interaction and its relationship with group-level regulation in collaborative learning. In addition, the study explores how these processes relate to students’ internal conditions.
The study involved lower and upper secondary school students working in small groups. The research data consisted of qualitatively analyzed video recordings, which were complemented with situational self-reports.
The results showed that students’ social interaction often did not support group-level regulation of learning. Students mainly focused on cognitive information processing or completing the task, and frequently only part of the group participated actively in the discussion. Group-level regulation of learning was observed particularly in situations where interaction combined both cognitive and emotional dimensions, and the whole group participated actively. Moreover, such interaction enhanced students’ metacognitive conditions, and were, in turn, facilitated by the students’ positive emotional conditions.
The dissertation offers new insights into how social interaction and group-level regulation of learning are intertwined in collaborative learning. This has implications for everyday school practices and teaching. The findings show that the most fruitful learning situations emerge through interaction in which group members think together, deepen their understanding, share emotions, encourage one another, or work through moments of frustration. Vuorenmaa emphasizes that this kind of interaction should be supported more intentionally to foster purposeful group-level regulation of learning. Understanding these interaction processes can inform the design and implementation of collaborative learning tasks in everyday schoolwork.
Created 24.11.2025 | Updated 24.11.2025