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How Does Collaborative Task Design Shape Collaborative Knowledge Construction and Group-Level Regulation of Learning? A Study of Secondary School Students' Interactions in Two Varied Tasks
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Kateryna Zabolotna; Liv Nøhr; Megumi Iwata; Daniel Spikol; Jonna Malmberg; Hanna Järvenoja – International Journal of Computer-Supported Collaborative Learning, 2025
Computer-supported collaborative learning (CSCL) offers a modern setting for learners to engage in meaningful (meta)cognitive and socioemotional interactions. However, the task design, not technology alone, significantly shapes students' learning interactions. This study investigates how a conceptual physics task and a hands-on robotics task…
Descriptors: Cooperative Learning, Task Analysis, Learning Processes, Secondary School Students
Understanding the Role of "I"-Positions Facilitating Knowledge Construction in a Computer-Supported Collaborative Learning Environment
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Aaron J. Peltoniemi; Joni Lämsä; Sami Lehesvuori; Raija Hämäläinen – International Journal of Computer-Supported Collaborative Learning, 2025
This study qualitatively develops further understandings regarding knowledge and identity construction within computer-supported collaborative learning (CSCL) research by applying discourse analysis and the dialogical self theory (DST) to investigate the role of interpersonal and intrapersonal voices in facilitating knowledge construction. We…
Descriptors: Self Concept, Concept Formation, Discourse Analysis, Computer Assisted Instruction
Learning the Physics of Electricity: A Qualitative Analysis of Collaborative Processes Involved in Productive Failure
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Pathak, Suneeta A.; Kim, Beaumie; Jacobson, Michael J.; Zhang, Baohui – International Journal of Computer-Supported Collaborative Learning, 2011
Earlier quantitative studies in computer-supported collaborative learning identified "Productive Failure" (Kapur, Cognition and Instruction 26(3):379-424, "2008") as a phenomenon in which students experiencing relative failures in their initial problem-solving efforts subsequently performed better than others who were in a condition not involving…
Descriptors: Problem Solving, Classroom Environment, Physics, Science Instruction