Navigating rough waters? Understanding Emotion regulation in online distance collaborative learning

Collaborative learning can be difficult for students due to the social nature of the learning context, which
presents challenges. Emerging socio-emotional challenges could obstruct achieving psychological safety and productive collaboration, thereby pointing to their potential detrimental role. Online distance students differ in various
characteristics from their counterparts in traditional higher education and may experience less social and affective
reactions due to the computer mediated collaboration. In the current study, we combine a survey and focus groups
to identify and investigate the major socio-emotional challenges, their associated emotions, and emotional regulation on both individual and group level. Moreover, we aim to gain more insight into the students’ perceptions,
views, and attitudes towards online distance collaborative learning. The results will allow us to design appropriate
tools and guidance to support emotion regulation during distance online collaboration.