#IUseTwitterBecause: content analytic study of a trending topic in Twitter
In: Information, technology & people, Volume 31, Issue 1, p. 256-277
ISSN: 1758-5813
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In: Information, technology & people, Volume 31, Issue 1, p. 256-277
ISSN: 1758-5813
In: Small group research: an international journal of theory, investigation, and application, Volume 54, Issue 4, p. 512-550
ISSN: 1552-8278
This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students ( N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, social interaction, and group-level regulation types of co- and socially shared regulation. The results show that group-level regulation emerged most frequently in social interaction state that included cognitive and socioemotional interaction and whole-group participation, which also led to and followed regulation most frequently. The findings highlight the role of joint participation in social interactions for regulation of learning in collaborative group settings.