Collaborative learning is an essential 21st century skill (Griffin, McGaw, & Care, 2012; Sawyer, 2014); its benefits for learning have been emphasised by many researchers over the last twenty years (Miyake, 1986; Roschelle & Teasley, 1995; Webb, Troper, & Fall, 1995). Collaborative learning has also become an increasingly valued teaching and learning practise in schools. Collaborative learning environments offer students opportunities to work alongside their peers in a collective effort to achieve common goals. In these situations, developing social relationships and group cohesion is important, as they can optimize collaborative efforts, foster positive learning outcomes, and increase the likelihood that the students will want to keep working in groups. However, difficulties can arise that thwart cohesive knowledge building. Students often experience both positive and negative emotions during collaborative learning, which can dynamically interact with other students' emotions to create a socio-emotional climate unique to the situation. For groups to successfully interact, they must balance with cognitive, social and affective elements, understand the principles of group-level regulation and enact appropriate learning strategies.
The meaning of socio-emotional interaction and emotion regulation proved essential for group learning at the latest when the world was faced with Covid-19 crisis and education all over the world was forced to think of new ways to motivate students to engage in learning in an emotionally challenging situation. Collaborative learning provided a chance to continue social relations when suddenly all facial communication decreased into minimum. The purpose of this special issue is to present the latest cutting-edge theoretical and empirical advancements in the study of emotions and regulation in collaborative learning environments. The special issue will collect contributions employing different research methods in various contexts to capture both individual- and group-level learning processes from socio-emotional perspective.
The purpose of this Research Topic is to present cutting-edge methodological and empirical advancements in the study of emotions and emotion regulation in collaborative (or other social) learning environments. The article collection will collect together empirical contributions employing different research methods in various contexts to capture both individual- and group-level emotional processes (e.g. emotion regulation and socio-emotional interaction). We look for papers that introduce empirical findings from various collaborative settings as well as papers that introduce and showcase innovative methodological solutions for studying emotions and their regulation in authentic learning settings and in relation to social interaction. We also prompt each manuscript to discuss the presented empirical results and methodological advancements in relation to latest theory development.
Collaborative learning is an essential 21st century skill (Griffin, McGaw, & Care, 2012; Sawyer, 2014); its benefits for learning have been emphasised by many researchers over the last twenty years (Miyake, 1986; Roschelle & Teasley, 1995; Webb, Troper, & Fall, 1995). Collaborative learning has also become an increasingly valued teaching and learning practise in schools. Collaborative learning environments offer students opportunities to work alongside their peers in a collective effort to achieve common goals. In these situations, developing social relationships and group cohesion is important, as they can optimize collaborative efforts, foster positive learning outcomes, and increase the likelihood that the students will want to keep working in groups. However, difficulties can arise that thwart cohesive knowledge building. Students often experience both positive and negative emotions during collaborative learning, which can dynamically interact with other students' emotions to create a socio-emotional climate unique to the situation. For groups to successfully interact, they must balance with cognitive, social and affective elements, understand the principles of group-level regulation and enact appropriate learning strategies.
The meaning of socio-emotional interaction and emotion regulation proved essential for group learning at the latest when the world was faced with Covid-19 crisis and education all over the world was forced to think of new ways to motivate students to engage in learning in an emotionally challenging situation. Collaborative learning provided a chance to continue social relations when suddenly all facial communication decreased into minimum. The purpose of this special issue is to present the latest cutting-edge theoretical and empirical advancements in the study of emotions and regulation in collaborative learning environments. The special issue will collect contributions employing different research methods in various contexts to capture both individual- and group-level learning processes from socio-emotional perspective.
The purpose of this Research Topic is to present cutting-edge methodological and empirical advancements in the study of emotions and emotion regulation in collaborative (or other social) learning environments. The article collection will collect together empirical contributions employing different research methods in various contexts to capture both individual- and group-level emotional processes (e.g. emotion regulation and socio-emotional interaction). We look for papers that introduce empirical findings from various collaborative settings as well as papers that introduce and showcase innovative methodological solutions for studying emotions and their regulation in authentic learning settings and in relation to social interaction. We also prompt each manuscript to discuss the presented empirical results and methodological advancements in relation to latest theory development.
