Affect in collaborative and virtual inquiry learning: Insights into small student groups and teachers in the classroom
Year: 2021
Type: dissertation
Study design: Observational Study
Abstract: Research on affect in collaborative learning has previously focused on individual perceptions of affect or collective emotional atmosphere with respect to the learning situation or the environment. This dissertation aims to widen the perspective by capturing individual affect both within and between small groups, taking into account individual differences. The aim is also to investigate the role of the teacher in computer-supported collaborative learning and the importance of teacher affect. Participants were 120 students in six high schools and four teachers and their 19 small groups (56 students). A mixed-method approach was used, consisting of statistical analyses for survey data, systematic video observations, case studies and social network analysis.This dissertation is comprised of three empirical studies. In Study I, the aim was to extend understanding of affect in computer‐supported collaborative science learning by examining discrete affective states in a face‐to‐face small group setting in high schools. The results showed the significance of positive affect, especially self-assurance, in collaborative learning, but also the impact of individual differences within the group. In Study II, the aim was to examine affect within and between distinct outcome groups, and the consistency between selfreported and observed affect in the groups. The findings showed convergence in affect with the performance in the extreme groups, but more complex affect patterns in the average groups. In Study III, the aim was to investigate the role of the teacher in supporting and guiding collaborative inquiry. The results demonstrated four different time management, guidance and support practices in identical situations and environments, but similarities as well. The results also indicated that the teachers were most eager to guide the groups they perceived as active collaborators.
Source: UTUPub (University of Turku)
Author: Pietarinen, Tarja
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6998252584