Jonna Malmberg

• Doctor of Education
• Professor (Assistant) at University of Oulu

Despite recognising momentary challenges while learning, collaborative groups do not necessarily regulate and adapt their learning process according to the demands. Various online measures have recently been explored to unobtrusively study engagement and adaptation in collaborative learning (CL), as it occurs in the classroom. For example, physiolo...

Computer-supported collaborative learning (CSCL) offers a modern setting for learners to engage in meaningful (meta)cognitive and socioemotional interactions. However, the task design, not technology alone, significantly shapes students’ learning interactions. This study investigates how a conceptual physics task and a hands-on robotics task promot...

This study investigates the relationship between students' self-efficacy beliefs, goal-setting, and learning tactics in an online business course. Using sequence analysis and process mining techniques, we analyzed log data from 209 students to identify distinct learning tactics and their association with self-efficacy beliefs, inferred from initial...

Robotics programming is a context which can enhance the development of computational thinking (CT) by demonstrating abstract concepts in a concrete way. Assessing applied CT components from behavioral observation has not yet been studied extensively. We aim to advance the means to identify CT behaviors in a robotics programming activity. In this pa...

Metacognitive awareness is knowing about learners’ own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple level...

This study utilized multimodal learning analytics and AI-based methods to examine the patterns of the socially shared regulation of collaborative learning (CL). The study involved multimodal data involving video and electrodermal activities (EDA) data collected from ninety-four secondary school students (N = 94) during five science lessons to revea...

In this chapter, we outline how modes of interaction, such as cognitive and socio-emotional, and the regulation of learning provide support for collaborative engagement and examine how it changes over time. We start by framing how regulated learning is embedded in the cognitive and socio-emotional interaction between the group members from both a t...

This study explores engaged and disengaged collaborative learning (CL) by applying qualitative video coding and automated speech recognition to video and audio data. We present a case study of 2 groups (N=6) of students building a robot together. Their CL interactions were 1) qualitatively coded for on-task behavior; 2) analyzed with speech recogni...

The relation between learning strategies and academic achievement has been proven to be strong in multiple studies. Still, the connection between micro-level SRL processes and the academic achievement of business students in learning project management remains unstudied. The current study aims to find how sequence mining can identify students using...

We have been working to understand when, how, and what makes regulation in collaborative learning functional aiming to understand the process of collaboration so that we could better inform learners and teachers in practice. Multimodal learning data collection and learning process analytics have guided our work. Seamless and accurate integration of...

Understanding the role individual beliefs play when the group faces challenge is key in understanding the shared regulation processes and participation that lead to collaborative learning success. As of now, there is not much research focusing on how self-efficacy plays a role in regulation taking place in collaborative group settings. Therefore, t...

Socially shared regulation contributes to the success of collaborative learning. However, the assessment of socially shared regulation of learning (SSRL) faces several challenges in the effort to increase the understanding of collaborative learning and support outcomes due to the unobservability of the related cognitive and emotional processes. The...

This chapter builds on the notion that multimodal learning analytics (MMLA) has potential to offer new innovations for the field of education and can be gradually implemented to provide constitutive explanations to improve individual student regulation. We will ground the chapter on the theoretical framework of self-regulated learning (SRL), addres...

Group-level regulation (co-regulation (CoRL) and socially shared regulation (SSRL)) supports knowledge construction (KC), but it is not yet clear how the two phenomena intertwine in computer-supported collaborative learning (CSCL). This study aims to explore how phases of CoRL and SSRL (planning, task understanding, strategy use, evaluation) occur...

During the past years scholars have shown an increasing interest in supporting students' self-regulated learning (SRL). Learning analytics (LA) can be applied in various ways to identify a learner’s current state of self-regulation and support SRL processes. It is important to examine how LA has been used to identify the need for support in differe...

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 o...

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...

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...

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...

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...

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...

Research has shown that metacognition plays a role in collaborative learning. We view metacognition as a central process supporting all modes of regulation (i.e., self-regulation, shared regulation, and co-regulation), as it enables learners to control and adapt their cognition, motivation, emotion, and behavior at both the individual and group lev...

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...

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...

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...

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...

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...

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...

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...

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...

Abstract 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 stu...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...

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...