Socio-emotional conflict in collaborative learning: A process-oriented case study in a higher education context

Piia Näykki*, Sanna Järvelä, Paul A. Kirschner, Hanna Järvenoja

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

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
Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalInternational Journal of Educational Research
Volume68
DOIs
Publication statusPublished - 2014

Fingerprint

learning
education
Group
student
interaction
stimulus
emotion
video
interpretation
interview

Keywords

  • case study
  • Collaborative learning
  • Conflict
  • Emotion regulation
  • Video data

Cite this

@article{d8b01455c8c54e17a19af3c1ebe5e391,
title = "Socio-emotional conflict in collaborative learning: A process-oriented case study in a higher education context",
abstract = "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",
keywords = "case study, Collaborative learning, Conflict, Emotion regulation, Video data",
author = "Piia N{\"a}ykki and Sanna J{\"a}rvel{\"a} and Kirschner, {Paul A.} and Hanna J{\"a}rvenoja",
note = "DS_Citation:N{\"a}ykki, P., J{\"a}rvel{\"a}, S., Kirschner, P. A., & J{\"a}rvenoja, 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.",
year = "2014",
doi = "10.1016/j.ijer.2014.07.001",
language = "English",
volume = "68",
pages = "1--14",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier",

}

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 journalArticleAcademicpeer-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 -