Eetu Haataja

Eetu Haataja
University of Oulu · Faculty of Education, Learning and Learning Processes Research Unit

M.Ed

About

12
Publications
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214
Citations

Publications

Publications (12)
Article
Full-text available
Self-regulated learning theory acknowledges the importance of an individual's metacognitive monitoring and group-level regulation for learning achievement in collaborative learning. However, very few studies have empirically investigated the interplay of these factors. This study aimed to investigate how groups' metacognitive interactions, group-le...
Article
Full-text available
Collaborative problem solving (CPS) is a cyclical process in which team members go back and forth between various cognitive and affective phases as they interact with the problem state and each other. An increasing amount of research has been conducted to explore how sequential relationships between the CPS phases affect team performance outcomes....
Article
Full-text available
Being aware of the progress towards one’s goals is considered one of the main characteristics of the self-regulation process. This is also the case for collaborative problem solving, which invites group members to metacognitively monitor the progress with their goals and externalize it in social interactions while solving a problem. Monitoring chal...
Article
Full-text available
The aim of this paper is to introduce our current research design to study socially shared regulation processes in a science classroom where a collaborative learning design is implemented. The design is based on a self-regulated learning framework that provides opportunities and support for self-initiated regulation among individual learners and co...
Article
There is a growing body of research on physiological synchrony (PS) in Collaborative Problem Solving (CPS). However, the current literature presents inconclusive findings about the way in which PS is reflected in cognitive and affective group processes and performance. In light of this, this study investigates the relationship between PS and metaco...
Article
Full-text available
This study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of self-regul...
Conference Paper
While prominent empirical research exploring the possibilities to utilize different data channels in the research of regulation in collaborative learning is emerging, we are still in the process of discovering the relevant combinations of different data sources and proper ways to combine data from different channels. This is the case particularly w...
Article
Full-text available
The coordination of cognitive and non-cognitive interactive processes contributes to successful collaboration in groups, but it is hard to evidence in computer-supported collaborative learning (CSCL). Monitoring is a metacognitive process that can be an indicator of a student’s ability to recognize success or failure in collaboration. This study fo...
Article
Although research on collaborative learning suggests that monitoring plays an important role in successful regulation of the collaborative learning process, little is known about how students attend to it together. This study explores monitoring in collaborative learning. Specifically, it studies how students in a group monitor their cognitive, aff...
Article
Progress in the development of technology has provided data-capturing devices that make it possible to identify detailed processes in collaborative learning. This study utilized multichannel data, namely physiological data, video observations, and facial recognition data, to explore what they can reveal about types of interaction and regulation of...
Poster
Full-text available
Identifying challenging episodes in solo and collaborative learning is central for examining regulation of learning. This has led to search for new methodological tools to deepen the understanding between cognitive, motivational and emotional aspects of self-regulated learning (SRL). Despite its long history electrodermal activity (EDA) as a measur...

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Projects

Projects (3)
Project
Self-regulation is an invisible demanding mental skill that individuals must acquire to effectively function (cognitively, socially, emotionally) in the world. The problem is that the processes at the foundation of this regulation are invisible and thus very challenging to understand, support, and influence. While self-regulation of learning (SRL) is difficult for individuals, it is even more so when interacting with peers and in teams; co-regulation (CoRL) and socially shared regulation (SSRL) respectively. CLEVER aims to identify and support the regulation of complex learning process in groups in such a way that the individuals concomitantly also acquire those skills.
Project
LeaF is a unique research infrastructure in Finland that provides facilities and support for multidisciplinary research in learning and interaction. LeaF hosts state-of-the-art technological solutions and equipment that are used to answer questions that are crucial for understanding and describing learning processes and social interaction in the quickly changing digitalised world. LeaF also takes an active role in developing new digital solutions and environments for learning and interaction. LeaF is continuously exploring new possibilites to develop and enhance the infrastructure and open to new ideas and new forms of collaboration. LeaF is part of Eudaimonia Institute, which is one of the research institutes hosted by University of Oulu. LeaF has an active role in supporting the University of Oulu's recognised research strategy Understanding humans in change. LeaF is a member of University of Oulu's multidisciplinary infrastructure platform.