Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 1-14 |
| Number of pages | 14 |
| Journal | International Journal of Educational Research |
| Volume | 68 |
| DOIs | |
| Publication status | Published - 2014 |
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Keywords
- case study
- Collaborative learning
- Conflict
- Emotion regulation
- Video data
Cite this
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Socio-emotional conflict in collaborative learning : A process-oriented case study in a higher education context. / Näykki, Piia; Järvelä, Sanna; Kirschner, Paul A.; Järvenoja, Hanna.
In: International Journal of Educational Research, Vol. 68, 2014, p. 1-14.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Socio-emotional conflict in collaborative learning
T2 - A process-oriented case study in a higher education context
AU - Näykki, Piia
AU - Järvelä, Sanna
AU - Kirschner, Paul A.
AU - Järvenoja, Hanna
N1 - DS_Citation:Näykki, P., Järvelä, S., Kirschner, P. A., & Järvenoja, H. (2014). Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context. International Journal of Educational Research, 68, 1-14.
PY - 2014
Y1 - 2014
N2 - This case study explores cognitive, motivational and socio-emotional challenges experienced in collaborative learning, how conflict emerges and what students’ emotional reactions and interpretations are. Collaborative work of 22 higher education students was followed during a three-month course. All face-to-face group sessions were videotaped(33 h), and cued retrospective recall interviews (with video stimulus) were conducted. The results indicate the differences between the groups with respect to the amount and the types of challenges. One case group was chosen (one that experienced more and particularly socio-emotional challenges) for the in-depth interaction analysis. Their overruling, status-centric, undermining and normative interaction created a socio-emotional conflict. Students were unable to maintain a well-balanced atmosphere, which led them to adopt avoidance-focused emotion regulation behaviour and to lower their on-task engagement
AB - This case study explores cognitive, motivational and socio-emotional challenges experienced in collaborative learning, how conflict emerges and what students’ emotional reactions and interpretations are. Collaborative work of 22 higher education students was followed during a three-month course. All face-to-face group sessions were videotaped(33 h), and cued retrospective recall interviews (with video stimulus) were conducted. The results indicate the differences between the groups with respect to the amount and the types of challenges. One case group was chosen (one that experienced more and particularly socio-emotional challenges) for the in-depth interaction analysis. Their overruling, status-centric, undermining and normative interaction created a socio-emotional conflict. Students were unable to maintain a well-balanced atmosphere, which led them to adopt avoidance-focused emotion regulation behaviour and to lower their on-task engagement
KW - case study
KW - Collaborative learning
KW - Conflict
KW - Emotion regulation
KW - Video data
U2 - 10.1016/j.ijer.2014.07.001
DO - 10.1016/j.ijer.2014.07.001
M3 - Article
VL - 68
SP - 1
EP - 14
JO - International Journal of Educational Research
JF - International Journal of Educational Research
SN - 0883-0355
ER -