Jonna Malmberg
Biographic Data
| ID | 2748898 |
|---|---|
| NAME | Jonna Malmberg |
| GIVEN NAMES | Jonna |
| FAMILY NAME | Malmberg |
| SIGNATURE | MALMBERG J |
| AFFILIATIONS | University of Oulu |
| ORCID | 0000-0002-8890-4068 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The intertwined nature of socio-emotional interaction and contributions to the regulation of learning in collaborative groups
This study aims to investigate the intertwinement of group members’ regulation of learning and their socio-emotional interactions during groups’ engagement in collaborative science tasks. Specifically, the study first explores group members’ contributions to regulation that occurs alongside their socio-emotional interactions; the study then examines how different contributions are associated with the simultaneous affective states of the groups. T…
Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning
The participation of group members is vital in collaborative learning (CL) to achieve a shared goal. When challenges are inevitably faced during CL, retaking control of the shared learning processes calls for group members' regulatory contributions. Yet, research on how learners contribute to group-level regulation is limited. To understand how regulation manifests in collaborative group contexts, there is a need to understand the role that indiv…
Predicting regulatory activities for socially shared regulation to optimize collaborative learning
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 reveal trigger events in CL. A novel concept of trigger events is introduced, which are challenging event…
Examining the interplay of knowledge construction and group-level regulation in a computer-supported collaborative learning physics task
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 in relation to KC in collaborative interactions. Secondary school students (N = 34) were videotaped …
Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics
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 recent development of trace‐based assessment has enabled innovative opportunities to overcome the p…
Affective states and regulation of learning during socio-emotional interactions in secondary school collaborative groups
BackgroundGroup 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.AimsThe present study identifies different socio-emotional interaction episodes during groups' collaborative learning…
A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning
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 learning, which poses a need to study individual contributions to these interactions via a person-…
Revealing the hidden structure of physiological states during metacognitive monitoring in collaborative learning
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 results show that during collaborative learning, the students engaged in monitoring in each self‐regulate…
A Collaborative Learning Design for Promoting and Analyzing Adaptive Motivation and Emotion Regulation in the Science Classroom
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 collaborative groups. It utilizes modern technology to structure and support regulated learning in the…
Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning
Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities
How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?
Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools
Affective states and regulation of learning during socio-emotional interactions in secondary school collaborative groups
BackgroundGroup 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.AimsThe present study identifies different socio-emotional interaction episodes during groups' collaborative learning…
Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools
Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities
How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning
A Collaborative Learning Design for Promoting and Analyzing Adaptive Motivation and Emotion Regulation in the Science Classroom
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 collaborative groups. It utilizes modern technology to structure and support regulated learning in the…
Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation
Revealing the hidden structure of physiological states during metacognitive monitoring in collaborative learning
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 results show that during collaborative learning, the students engaged in monitoring in each self‐regulate…
A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning
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 learning, which poses a need to study individual contributions to these interactions via a person-…
Predicting regulatory activities for socially shared regulation to optimize collaborative learning
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 reveal trigger events in CL. A novel concept of trigger events is introduced, which are challenging event…
Examining the interplay of knowledge construction and group-level regulation in a computer-supported collaborative learning physics task
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 in relation to KC in collaborative interactions. Secondary school students (N = 34) were videotaped …
Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics
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 recent development of trace‐based assessment has enabled innovative opportunities to overcome the p…
Affective states and regulation of learning during socio-emotional interactions in secondary school collaborative groups
BackgroundGroup 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.AimsThe present study identifies different socio-emotional interaction episodes during groups' collaborative learning…
Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning
The participation of group members is vital in collaborative learning (CL) to achieve a shared goal. When challenges are inevitably faced during CL, retaking control of the shared learning processes calls for group members' regulatory contributions. Yet, research on how learners contribute to group-level regulation is limited. To understand how regulation manifests in collaborative group contexts, there is a need to understand the role that indiv…
The intertwined nature of socio-emotional interaction and contributions to the regulation of learning in collaborative groups
This study aims to investigate the intertwinement of group members’ regulation of learning and their socio-emotional interactions during groups’ engagement in collaborative science tasks. Specifically, the study first explores group members’ contributions to regulation that occurs alongside their socio-emotional interactions; the study then examines how different contributions are associated with the simultaneous affective states of the groups. T…
Innovative Teaching and Learning Methods (14 works) · Psychology (14 works) · Mathematics education (13 works) · Collaborative learning (12 works) · Computer Science (9 works) · Online and Blended Learning (9 works) · Cognition (6 works) · Cognitive psychology (6 works) · Knowledge management (6 works) · Social Psychology (6 works)