Jonna Malmberg

Jonna Malmberg
University of Oulu · Department of Educational Sciences and Teacher Education

Doctor of Education

About

49
Publications
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1,912
Citations

Publications

Publications (49)
Article
Full-text available
Emotions in collaborative learning both originate from and are externalized in students' socio-emotional interactions, and individual group members evidently contribute to these interactions to varying degrees. Research indicates that socio-emotional interactions within a group are related with the occurrence of co-and socially shared regulation of...
Article
Full-text available
s In socially shared regulation of learning, adaptation is a key process for overcoming collaborative learning challenges. Monitoring the learning process allows learners to recognize the situations that require a need to change, revise, or optimize the current learning process. This can be done through adapting their strategies, task perception, g...
Article
Full-text available
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 p...
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
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 current study uses a within-person temporal and sequential analysis to understand individual learning processes as part of collaborative learning. Contemporary perspectives of self-regulated learning acknowledge monitoring as a crucial mechanism for each phase of the regulated learning cycle, but little is known about the function of the monito...
Conference Paper
Full-text available
This paper reports a design science research methodology (DSRM) study that develops, demonstrates, and evaluates a deep learning model utilizing multimodal data to automatically detect types of interactions for regulation in collaborative learning (RegCL) by using features extracted from electrodermal activity (EDA), video, and audio data involving...
Poster
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This study explores how different types of regulated learning (CoRL and SSRL) interplay with phases of knowledge construction in a CSCL task. Secondary school pupils (N=34) were videotaped while working in groups on a poster about the topic “Center of gravity”. Based on micro-level interaction video analysis (Gunawardena et al.'s (1997) Interacti...
Article
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Using hidden Markov models (HMM), the current study looked at how learners' metacognitive monitoring is related to their physiological reactivity in the context of collaborative learning. The participants (N = 12, age 16–17 years, three females and nine males) in the study were high school students enrolled in an advanced physics course. The result...
Article
Metacognition is a core process in human learning. The problem is that learners are not often aware of their metacognition. The purpose of this study is to examine learners’ metacognitive awareness in terms of their situation-specific perceptions in collaborative learning tasks. Upper elementary school students (N = 92) filled in a Metacognitive Aw...
Article
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In collaborative learning situations, monitoring is needed to maintain common progress toward shared goals. The present study aimed to analyze group-level monitoring events, as well as groups’ reactions to these events, to identify instances of adaptive regulation and maladaptive behavior. Three dimensions of monitoring events were qualitatively co...
Article
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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
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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
Background: Although there is a wealth of research focusing on PBL, most studies employ self-reports, surveys, and interviews as data collection methods and have an exclusive focus on students. There is little research that has studied interactivity in online PBL settings through the lens of Social Network Analysis (SNA) to explore both student an...
Preprint
Full-text available
Background Although there is a wealth of research focusing on PBL, most studies employ self-reports, surveys, and interviews as data collection methods and have an exclusive focus on students. There is little research that has studied interactivity in online PBL settings through the lens of Social Network Analysis (SNA) to explore both student and...
Article
Full-text available
Self-regulation is critical for successful learning, and socially shared regulation contributes to productive collaborative learning. The problem is that the psychological processes at the foundation of regulation are invisible and, thus, very challenging to understand, support, and influence. The aim of this paper is to review the progress in soci...
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
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Information and communication technologies are increasingly mediating learning and teaching practices as well as how educational institutions are handling their administrative work. As such, students and teachers are leaving large amounts of digital footprints and traces in various educational apps and learning management platforms, and educational...
Article
The aim of this study is to investigate the relationship between shared monitoring of collaborative learning processes and physiological synchrony between the collaborating group members. Shared monitoring fuels collaborative learning in groups. Video and electrodermal activity data were collected from a group of high school students (two male, one...
Article
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This paper describes our research approach in which we have focused on situational and contextual variations in motivation and emotion regulation to better understand its role, appearance and function in collaborative learning situations. We have used research designs that employ process-oriented measures combined with subjective interpretations to...
Article
This study explores fluctuation in students’ emotional state and motivational goals during a learning project that requires self-regulation. The research asks the following questions: (1) How do students’ emotional state and motivational goal fluctuate between the gStudy learning sessions during a two-month project? (2) How do students with differe...
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...
Article
Technological advancements have generated a strong interest in exploring learner behavior data through learning analytics to provide both learner and instructor with process-oriented feedback in the form of dashboards. However, little is known about the typology of dashboard feedback relevant for different learning goals, learners and teachers. Whi...
Article
This study investigates when and how students activate co- and socially shared emotion and motivation regulation in collaborative learning and whether the S-REG mobile application tool can support this regulation. In a mathematics course, 44 higher education students worked with a collaborative assignment. The S-REG tool traced groups' emotional an...
Article
Full-text available
Investigating the temporal order of regulatory processes can explain in more detail the mechanisms behind success or lack of success during collaborative learning. The aim of this study is to explore the differences between high- and low-challenge collaborative learning sessions. This is achieved through examining how the three phases of self-regul...
Article
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First-year higher education (HE) students experience different challenges during their studies. These challenging learning situations can trigger self-regulated learning (SRL) skills, which students use to handle these situations. Thus, the aim of this study is to investigate (a) first-year HE students’ cognitive, motivational and emotional challen...
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...
Conference Paper
Full-text available
Mobile instrumentation provides researchers and professionals the opportunity to collect data on several aspects of human life. In this paper we discuss our initial experiences on collecting data via mobile instrumentation in an elementary school. We augmented a classroom with mobile phones and Bluetooth beacons to capture student experiences as we...
Article
The field of computer supported collaborative learning (CSCL) is progressing instrumentally and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of CSCL with respect to cognitive, motivational, emotional, and social issues, despite the fact that the role of regulatory processes is critical for the quality of student...
Article
Full-text available
Research on self-regulated learning has focused predominantly on a static individual level to explain various strengths and weaknesses of learners. However, much learning today is highly interactive and technologically enhanced, which an individually oriented perspective to regulated learning does not consider. In this article we discuss regulation...
Article
Full-text available
This study explored the relationship between individual self-regulated learning (SRL), socially shared regulation of learning (SSRL), and group performance plus the effect of an intervention promoting SSRL. We hypothesized that SRL would influence SSRL and group performance as groups with high SRL students will be better regulated and that the inte...
Conference Paper
Full-text available
The aim of this paper is to describe how simple SRL tools can be used for supporting collaborative learning in the context of a mathematics education course. In particular, we will first introduce the pedagogical design building on a theoretical framework of socially shared regulation of learning (SSRL) and seamless learning. Second, we will introd...
Article
Full-text available
Collaborative groups encounter many challenges in their learning. They need to recognize challenges that may hinder collaboration, and to develop appropriate strategies to strengthen collaboration. This study aims to explore how groups progress in their socially shared regulation of learning (SSRL) in the context of computer-supported collaborative...
Article
Full-text available
For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48(1):25–39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual selfregulatory s...
Thesis
Full-text available
This study focuses on the process of self-regulated learning by investigating in detail how learners engage in self-regulated and strategic learning when studying in g/nStudy learning environments. The study uses trace methods to enable recognition of temporal patterns in learners’ activity that can signal strategic and self-regulated learning. The...
Article
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This study uses log file traces to examine differences between high- and lowachieving students’ strategic actions in varying learning situations. In addition, this study illustrates, in detail, what strategic and self-regulated learning constitutes in practice. The study investigates the learning patterns that emerge in learning situations that are...
Article
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This study investigated what types of learning patterns and strategies elementary school students use to carry out ill- and- well-structured tasks. Specifically, it was investigated which and when learning patterns actually emerge with respect to students’ task solutions. The present study uses computer log file traces to investigate how conditions...
Article
Full-text available
Socially shared regulation of learning refers to processes by which group members regulate their collective activity. Successful individuals regulate their motivational, cognitive, and metacognitive engagement. Our hypothesis is that successful groups also share in regulating group processes. Following our earlier conceptual and empirical work on t...
Article
Full-text available
Socially shared regulation of learning (SSRL) refers to processes by which group members collectively regulate activity within a balanced shared responsibility model. SSRL has shown to increase performance and learning when compared to other forms of regulating collaborative work (co-regulation). SSRL, however, is a relatively new concept which nee...
Article
Full-text available
Empirical research reveals that students face difficulties engaging in learning and achieving their goals in a variety of learning contexts. To study effectively, students need to regulate their learning process. In spite of increased understanding of cognitive aspects of self-regulation, motivational aspects of regulation have not yet been thoroug...
Article
This study investigated, with the help of log file traces (f = 172), how 20 elementary school students used study tactics when studying science within the gStudy learning environment and examined how tactic use contributed to the students’ achievement. The analysis of this study is divided into two parts. First, at the situational level, the focus...

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Projects

Projects (4)
Project
The newly launched International Journal of Learning Analytics and Artificial Intelligence for Education (www.i-jai.org) aims to increase knowledge and understanding of ways in which learning analytics (LA) and artificial intelligence (AI) can support and enhance education. The journal aims to bridge the gap between pure academic research journals and more practical publications. The open journal will be indexed in databases such as Scopus, DOAJ, DLBP, LearnTechLib, EBSCO, Google Scholar, etc. This journal provides open access to all of its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. We invite researchers and relevant stakeholder to submit papers that for instance focus on: * Analysing Learner’s Activity, Engagement, and Motivation * Modeling Learning and Teaching in Different Environments (online, blended and physical environments) * Evaluation and Development of Teaching Practices and Learning Designs * Application of Machine Learning, Educational Data Mining, and Predictive Analytics * Social Network Analysis and Network Modelling Tools * Supporting and Developing Assessment and Feedback Practices * Supporting Personalised and Adaptive Learning * Analyzing and Improvement of Learning Organisations based on Data * Development of new Methods and Theories * AI applications in the educational domain See more at www.i-jai.org
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.