Background: Group affective states for learning are constantly formed through socio-emotional interactions. However, it remains unclear how the affective states vary during collaboration and how they occur with regulation of learning. Appropriate methods are needed to track both group affective states and these interaction processes. Aims: The…

Collaborative argumentation (CA) is a prolific but challenging form of collaborative learning that requires group members to engage in a quantity of regulation to sustain the group's productive functioning. The purpose of this study was to investigate the differences between the high- and low-performing CA groups in terms of (a) challenges and…

Team-Based Learning (TBL) can be easily applied to different learning outcomes in various courses. This approach builds community and provides peer support for students in both in-person and online learning environments. When used for formative assessment, it can promote student learning while reducing the quantity of grading for instructors. Five…

This study explores how peer learning and teaching interactions in undergraduate STEM courses occurred through the "Peer-Learning Assistant" (PLA) model. This is one of the active learning strategies applied in a curricular setting, and also to find out the learning experiences for STEM students and PLAs from the PLA model. For this…

The current research trend of metacognitive regulation has shifted from an individual to a social context. One such social context is collaborative problem-solving. Interaction between group members is an essential factor in completing collaborative problems. Metacognitive regulation is divided into four forms based on the interaction in…

The purpose of this article is to describe a modeling sequence about the digestive system. "What happens in your body when you have lactose intolerance?" is the initial question that will guide the activities. Students will build a 3D plaster cast of the digestive system as part of a modeling cycle through which they are expected to…

The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. Specifically, this study aimed to examine whether gamification elements (perceived collaboration, perceived competition, favorable feedback, unfavorable feedback, self-expression, sense of control)…

Purpose: The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice. Design/methodology/approach: Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and…

This paper explores "how self-management work groups are formed in higher education institutions and how this affects the effectiveness of the teams." For this, we investigated the experiences of 560 students who were members of self-management learning teams, using factorial analysis, cluster analysis and ordinal logit regression. We…

The P-16 classroom, already a space of potential conflicts and contradictions, gained new levels of complexity with the overlapping crises of 2020 onward: the COVID-19 pandemic; police brutality and corresponding "summer of abolition;" book and mask bans; and anti-critical race theory and anti-social emotional learning legislation. In…

In this study, an integrated collaborative learning and knowledge map approach was developed for online teacher professional development. An online teacher education environment based on that approach was constructed. To investigate the interaction between the knowledge map and collaborative learning strategies on teachers' learning performance…

The use of breakout rooms is an increasingly used tool in online teaching. This study uses Laurillard's (2013) Conversational Framework to evaluate the effectiveness of breakout rooms in achieving learning through peer-to-peer dialogue in large-scale teaching. Data were collected through online surveys, comprising Likert ratings and open…

Meaningful learning for conceptual change in science education should aim to help students change their existing misconceptions to develop an accurate understanding of scientific concepts. Although collaborative argumentation is assumed to support such processes, its value for conceptual change is unclear. Moreover, the roles of argumentative…

In this article, we argue that a key diversity issue to be tackled in the classroom is disparity: Some students are more privileged than others, and their inputs are more valued than others'. Therefore, as educators, we need to devise new ways to rebalance benefits and deficits in our classrooms. Complementing critical work on privilege in…

This study investigates how digital game co-creation promotes Computational Thinking (CT) skills among children in sub-urban primary schools. Understanding how CT skills can be fostered in learning programming concepts through co-creating digital games is crucial to determine instructional strategies that match the young students' interests and…