The social and interactive dimensions of collaborative learning

By N. Miyake, Paul A. Kirschner. 2014

148 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/89e42701a8771a1efec9912e215ae646de7fc058

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Sanna Järvelä
2. Hanna Järvenoja
3. Jonna Malmberg
4. Matthew L. Bernacki
5. Jeffrey Alan Greene
6. Helen Crompton
7. Jaana Isohätälä
8. Piia Näykki

In Developmental and Educational Psychology

1. Sanna Järvelä
2. Hanna Järvenoja
3. Jonna Malmberg
4. Matthew L. Bernacki
5. Piia Näykki
6. Ernesto Panadero
7. Jaana Isohätälä
8. Jeffrey Alan Greene

In Education

1. Sanna Järvelä
2. Hanna Järvenoja
3. Jonna Malmberg
4. Matthew L. Bernacki
5. Piia Näykki
6. Jaana Isohätälä
7. Paul A. Kirschner
8. Ernesto Panadero

Citations in the corpus

• Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “Researchers have pointed out that to capture the complexity of regulation processes in a activity, social interaction must not be taken as a background variable but as a major constituent of regulation activities (Miyake & Kirschner, 2014; Turner, 2001; Volet & Vauras, 2013).”
• Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education (2020, background): “Such research has shown that collaboration and e ff ective regulation can diversify and improve learning and achievement (Miyake & Kirschner, 2014) as well as help learners develop the knowledge and skills to succeed in the (Cohen & Lotan, 2014).”
• What multimodal data can tell us about the students’ regulation of their learning process? (2019, background): “Investigating SSRL in collaboration means capturing the cognitive, metacognitive, social, and socioemotional aspects of interaction (Miyake & Kirschner, 2014).”
• Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation (2020, background): “…learning, process-oriented study Introduction In collaborative learning, learners engage in cognitive processes as well as social and socioemotional processes, which dynamically shape one another and the performance of the group (Kreijns, Kirschner, & Jochems, 2003; Miyake & Kirschner, 2014).”
• Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction (2017, background): “It is known that joint participation is not self-evident when people work together (Miyake & Kirschner, 2014); nevertheless, participation in social interaction is a prerequisite for students to make use of the affordances of learning as a group (Clark & Brennan, 1991).”